TEACHER'S MANUAL' 




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NEW YORK: 

POTTER, AINSWORTH & CO.. 



UCATIO 




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We have received solicitations from many of 
the leading educators of the country^ desiring 
us to prepare a series of tablets for teaching 
Language^ after the manner of our Number Tablets for supplementary 
work ill Arithmetic. Acting on these suggestions^ we have i7i preparation 
a series of carefully graded Tablets for teaching Language, nearly ready, 
the elementary iiumbers of which will be beautifully illustrated. 

The introduction and sale of the Number Tablets in the last few 
months, from San Francisco to Boston, has been hitherto Unexampled in 
the introduction of any school publication during the past Foriy Years. 

We have received hundreds of testimonials frofn the most prominent 
teachers in the country, commending this method of teaching, and expressing 
surprise that such a system had not been inaugurated before. 

We tvould call attention to the following extract from a leading 
journal, having reference to these and other school publications : 

A FOREMOST PUBLISHING FIKM. 

In the foremost rank of the leading publishers of the country stand the firm of Potter, Ainsworth 
& Co., of Chambers Street, having branch offices in Boston, Chicago and San Francisco. 

This firm, whose business has been established over thirty years, make the publication of schoot 
books an exclusive specialty. Their works are used in every City and State in the country, c.jd are 
sold largely in the British possessions, in Mexico, China and Japan, exclusively in the Sandwich 
Islands, and their copy-books and drawing-books are used more largely than those of any other firm 
in the world. 

In the especial branches of primary school work, blank publications for writing, drawing, arith- 
metic, spelling, etc., their output every year runs up into the millions of copies. 

In one single specialty alone — the manufacture of arithmetic tablets— their purchase's of printing 
paper in a period of two months amounts to over too tons. 

They have always made it a rule to make only the best, preferring, rather, a smaller list of books 
which shall be the authority. Among their list may be named "Wilson's Treatise on Punctuation," 
the standard everywhere. Every school-boy and girl knows the Payson, Dunton and Scribner's copy- 
books and Bartholomew's drawing books, which have always been published by this firm ; Gillet & 
Rolfe's works on physics; Champlin's works on intellectual and moral philosophy ; ''Webb's Word 
Method," the old and original authority ; " Crosby's Greek Series," and Howard's Arithmetics, etc. 



POTTER, AINSWORTH & CO., 



107 Chambers St., 

NEW YORK, 



^Ub 24- 



22 Bromfield St. 

BOSTON. 



327 Sansom St., 
SAN FRANCISCO. 



209 Wabish Ave. 

CHICAGO. 



TEACHER'S MANUAL 



TO ACCOMPANY 



LANGUAGE TABLETS 



WITH ADDITIONAL 



Reproduction and Development Lessons 



AND SUGGESTIONS FOK 



ORAL WORK. 



V\ , 



The didactic method — the method of endless telling-, explaining, thinking for the 
pupil, and ordering him to learn — has had its day. It is, then, worth while to con- 
sider whether it may not be superseded by one which recognizes the native ability 
of the human mind, under competent guidance, to work out its own education by 
means of its own active exercise. — Payne. 



Xo^ 




NEW YORK: 
POTTER, AINSWORTH & CO. 

1886. 



I hold that the proper study of language is an intellectual discipline of the highest 

kind. — Tyndall. 

To teach a subject thoroughly, we should teach it from facts and principles, and 
not from formulae and rules. The subject should be learned gradually.— Tate. 

It is what the pupil does for himself, not what is done for him, that educates 
him. — Payne. 



Copyrighted by Potier, Ainsworth & Co., 1886. 



Nature presents to the inquirer, first the concrete and then the abstract ; first thing-s 
and then words, or signs of things ; first facts and phenomena and then laws and 
principles ; first wholes and then parts and collections of wholes. — Wickersham. 

Definitions in Grammar, as in other studies, should grow out of the child's thorough 
understanding of the nature and use of the thing defined. — Harris. 

In the progress of knowledge, practice ever precedes theory. — Pay7ie. 

Grammar is one of the best studies in which to apply the inductive vn&iho^..— Brooks. 



PREKACE 



The principal object of this little Manual is to furnish 
additional suggestions to those teachers that use our 
Language Tablets. These suggestions are mostly in the 
line of such oral work as is calculated to awaken thought 
and develop knowledge. It is believed that these oral 
exercises, together with those indicated in the Tablets, 
will furnish ample Language and Grammar work for all 
pupils in our ordinary schools. 

In our modern Language teaching, great use is made 
of Reproduction and Development lessons. The inexperi- 
enced teacher often finds great difficulty in obtaining 
suitable exercises for this purpose. Those presented in 
the text-books are sometimes so long as to be of little 
value for practical work. It is hoped that the little stories 
that are added may be of service to all those that need 
such lessons. 

In the line of Grammar, a few formal rules and defini- 
tions are given. They should be used only for comparison 
with those already made by the pupil. 

In the higher numbers, a few sentences are added for 
analysis and parsing. 

While the former method of teaching Grammar has 
been mostly discontinued in many of our best schools, yet 
there are still a great number of teachers that are plodding 
on in the old, hopeless way ; for such the introductory 
article is especially designed. 



INTRODUCTORY, 



Fclloio-Tcachcrs : — The study of English Grammar in 
our schools has, in time past, proved very unsatisfactory. It 
lias failed to accomplish the desired result. It has not 
enabled our pupils to *' speak and write the English lan- 
guage with propriety." What is the cause of this failure .^ 
and hoiu can we secure better results f 

Does not the cause of our failure naturally inhere in the 
ordinary method of presenting the subject? Instead of 
teaching Grammar as a means of acquiring a knowledge 
of Language, should not Language be first taught as a 
means of gaining a knowledge of Grammar? In such a 
science should not the practice always precede the theory? 

The ordinary method has not been inductive, but de- 
ductive. It has not proceeded from the known to the 
unknown. It has not begun with a consideration of Lan- 
guage, of which the pupil has already had some little 
knowledge. On the contrary, it has begun with the un- 
known — it has overwhelmed the helpless child with an 
avalanche of definitions and rules which he could not 
comprehend, and which, in any case, would be of little 
value to him, as he has had no hand in making tJieni. The 
whole system has been foreshadowed in its first question,— 
''What is English Grammar?" 

What wonder, then, that Dr. Brooks, giving expression 
to the judgment of many of our best teachers, should say 
in his ''Normal Methods": "Grammar has been more 
poorly taught than any other branch in the public schools. 
It has been too abstract and theoretical. It has been 



6 TEACHER'S MANUAL, 

taught as a matter of memory, and not of judgment and 
understanding. It has been a committing and repeating 
of definitions, and not a study of the relations of words 
in sentences. It has been a study of text-books on Gram- 
mar, instead of a study of the subject of Grammar. It 
has been a memorizing of abstract definitions and rules,, 
instead of a practical application of them to the improve- 
ment of a pupil's language. It has been a worry and 
waste of time and patience, and a labor barren of adequate 
results. We believe we are correct in saying that more 
than three-fourths of the time spent in the study of Gram- 
mar in the public schools has been worse than wasted." 

The trouble is, our method has been radically defective. 
We have assumed at the outset that the pupil could not 
comprehend the simple truths of language without an end- 
less amount of explaining, defining, and directing, and the 
whole system has tended to repress rather than to develop 
thought. We have made the pupil a slave of rules, instead 
of a master of principles ; we have cultivated the lowest 
faculties at the expense of the highest ; the result has been 
"a farrago of facts only partially hatched into principles,, 
mingled in unseemly jumble with rules scarcely at all un- 
derstood, definitions dislocated from the objects they 
define, and technicalities which clog rather than facilitate 
the operations of the mind." 

Another cause of failure is that we have too often tried 
to convey a complete knowledge of every part of the sub- 
ject before the faculties of the pupil were prepared for 
grasping such an amount of knowledge. For example : We 
have attempted to teach everything about a noun, before 
calling the pupil's attention to the verb. We have tried to 
exhaust the subject of Etymology; before presenting any 
thing from Syntax and Prosody. We have not taught 
Grammar as we have every other subject, by presenting 
only partial truth, and as the pupil was "able to bear it." 



INTRODUCTORY. 7 

Our text-books on Grammar have been constructed 
upon the same false principle. They have commenced 
with definitions complete and philosophical, proceeded with 
exhaustive examinations of each division of the theme, 
continued with endless rules, exceptions, notes, etc., etc. 
The work has not been presented inductively, but de- 
ductively. It has contained rules to be learned, rather 
than principles to be deduced. When the pupil's mind 
had first been put into a passive and receptive state, the 
contents of the book have been put into it. 

From such a system and such teaching and such text- 
books the whole nature of the pupil has naturally revolted. 
Let us see if a better, a more philosophical course of pro- 
cedure, cannot be devised. 

How shall we teach Language and Grannnar so as to 
secjirc better results? 

The method of teaching should be suggestive and 
inductive. In the language of Superintendent Wicker- 
sham: "It should prompt the pupil to earnest self-exer- 
tion. Facts should be communicated in such a manner 
as to suggest other facts." The teacher should never 
attempt to do for the child what he can do for himself. 
Remember that every empirical science is based upon 
facts. It is the part of the teacher to direct the pupil's 
attention to these related facts, to the end that he may 
discover for himself the principles and laws that govern 
them. '' The pupil must become an explorer on his own 
account, and not merely a passive recipient of the results 
of other people's discoveries." 

Let us never forget the difference between teaching 
and learning. ''Learning is gathering up or acquiring for 
one's self, and teaching is the guiding, directing, and su- 
perintending of the process." Remem.ber that the mental 
act by which knowledge is acquired is the pupil's, not the 
teacher's ; '' tJie teacher cannot, if lie ivould, perform it for 



8 TEACHERS HANUAL, 

the piipiiy The learner educates himself by his own per- 
sonal experience ; that is, by the contact of his mind at 
first hajid with, the matter to be learned. Accordingly, 
the primary object of the good teacher is to call into ex- 
ercise the pupil's whole powers, rather than to exhibit his 
own. He strives to guide the pupil, not to carry him 
along; to direct the work, not to perform it; to enable 
the child to think for himself, rather than to load the 
memory with the thoughts of other men ; to open avcmies 
of investigation, rather than to furnish an easy way of 
transportation. And this leads me to say that the 07ily 
true basis of teaching is the ''method of investigation." 
"The pupil teaching himself, under the direction of the 
educator, begins with tangible and concrete facts, which 
he can comprehend, not with abstract principles, which 
he cannot ; " " he advances from particular facts to general 
facts, or principles ; and from principles to laws, rules, and 
definitions." He proceeds from the known to the un- 
known, because there is no other course open to him. 

In this work it is the province of the teacher to open 
new fields of investigation, to give direction to thought, 
and by a hint or suggestive question to lead to mental 
development. The old way was to tell the pupil every 
thing; the better way is to allow him, under direction, to 
discover all he can for himself. The teacher must be 
careful, however, not to commit the old blunder of 
attempting to teach things that the pupil cannot 
comprehend, but must advance by slow and sure 
gradations from the things that are known to those 
that are unknown. "What the child does know should 
form a stepping-stone to what he does not know." 
The teacher must never attempt to cram the child with 
all the details of a subject, but should rather aim to 
develop in him the power to work out these little details 
for himself. 



INTRODUCTORY. 9 

"All our best teachers insist that abstract rules and 
principles should, in teaching, follow, not precede, the 
examples on which they are founded." They do not 
begin with definitions, because they are unsuited to the 
pupil's state of mind. They begin with facts which the 
child can understand, because he observes them for him- 
self. They do not care so much for the definition as the 
thing defined, nor do they require it till the idea is fully 
developed in the mind of the pupil. 

If we would have our pupils proficient in the use of 
language, we must make every lesson a language lesson. 
We must constantly use every means to enable them to 
speak and write the English language with accuracy and 
force. This correct and forceful use depends largely upon 
correct habit. This habit is acquired mainly by imitation. 
While there is no time in life in which one's language may 
not be improved, yet, from the very impressible nature of 
the child, the work is especially suited to the primary 
school. It should begin as soon as the child is old enough 
to comprehend the fact to be taught — in short, in the very 
lowest school grade. 

As the sentence is the unit in language, so naturally 
the first thing considered in the study of language is the 
sentence. It is an excellent exercise for the pupil to 
copy a large number of well-formed script sentences that 
he has first obtained in oral exercises or in connection 
with his reading lesson. This will impress upon him, 
better than anything else, the proper construction of 
the sentence, the meaning and use of words, and the use 
of capitals and punctuation marks. Then will naturally 
follow copying at dictation, supplying omitted words in 
incomplete sentences, constructing sentences containing 
given words, and, at last, original compositions. 

When the child begins to talk, he takes his first lesson 
in original composition. It is needless to say that the 



10 TEACHER'S MANUAL, 

natural method of introducing the work of written con- 
structions is by oral exercises. The pupil should be en- 
couraged to use exact oral expression ; then let the sen- 
tence or sentences be written. This ''talking with the 
pencil," commencing with the first school year, should 
continue daily during the entire course. 

The subjects employed should be at first those that 
call into exercise the perceptive faculties of the child, such 
as the following: Lessons describing actions; positions of 
objects; lessons on form and color; lessons on familiar 
objects, etc. To these may be added lessons calling into 
exercise, as well, the powers of memory, or the representa- 
tive faculties, such as the following: Familiar conversa- 
tions about toys, playmates, personal experiences, etc.; 
the reproduction of reading lessons or stories heard or 
read; also facts learned about objects or descriptions of 
objects formerly seen. They may also include the repro- 
duction of Geography or any daily lessons. In connection 
with these will naturally follow lessons calling into exer- 
cise the powers of imagination, such as the following: 
Picture lessons; stories suggested by pictures; word 
pictures; imaginary experiences, etc. 

One of the simplest forms of composition is letter- 
writing. It should begin as soon as the pupil is able to 
write intelligibly, and continue through all grades of 
school work. 

In all his language work, whether oral or written, the 
pupil's mind should be trained to exactness of thought 
and idea, and to clearness and accuracy of expression. 
One requisite of success is that the pupil shall have some- 
thing to say, and that he shall then say it with directness 
and force. 

Having acquired some proficiency in the correct use 
of language, the pupil, now comes to an investigation of 
the facts of language, and their relation to each other. 



INTRODUCTORY. 11 

To this end he carefully examines the sentence — its ele- 
ments, its construction, etc., and so comes inductively to 
learn the laws and principles that underlie and govern it. 
His language lessons, begun in practice, now combine 
practice and theory. Before, he has considered language 
simply as an art, he now examines it as a science. It is 
needless to say that this study is indispensable to enable 
the pupil to understand language thoroughly and to use 
it skillfully. 

In this examination he naturally begins with the sen- 
tence, expressing, as it does, a complete thought, and by 
investigation he attempts to ascertain its elements and 
their mutual relation. First he naturally considers the 
sentence as one whole, and inquires what kind of a sen- 
tence is under consideration ; next he considers the struct- 
ure. and use of the sentence, then he examines its parts 
and their relations. Afterwards come deduction and 
generalization. 

The mental process that follows the observation of 
the thing as a whole is that of analysis, and the process 
that follows the consideration of the parts in relation to 
the whole is that of synthesis. Having considered the 
sentence as a whole, he proceeds analytically to separate 
it into its component parts of subject and predicate. 
Then he notices that words have different uses in the 
sentence, and he investigates these uses and relations ; 
lastly he combines elements into sentences. The process 
begins in analysis, and in its progress closely combines 
analysis and synthesis. It will, moreover, include a logi- 
cal consideration of the thought of the sentence with an 
etymological consideration of its different classes of words, 
or "parts of speech." 

After the pupil has acquired a clear perception of a 
grammatical fact, it will be time enough to define the fact, 
and this definition should always be given first in his own 



12 TEACHER'S HANUAL, 

language. For example : The pupil from personal exam- 
ination finds that there are words that are the nam.es 
of persons, places, and things. The teacher tells him that 
such words are called nanie-zvords, or nouns, and then 
asks, "What is a noun?" He will doubtless receive a 
correct definition of it. If it should not be all that might 
be desired, it will then be the duty of the teacher to lead 
up to such a definition and to impress it. 

The pupil finds that the apostrophe and s are used in a 
certain way to denote possession. The teacher gives 
many examples of their use, and leads the pupil to observe 
that it is always in accordance with certain laws. The 
pupil, having discovered the law, will 'give the rule in his 
own language, which may afterwards be a subject for 
revision or correction. 

In all grammatical investigations let the teacher be 
sure that the child thoroughly understands the meaning 
of every word in the given sentence. To secure this end, 
he may employ w^ord-analysis, synonyms, and definitions, 
but he should rely principally upon its proper use in con- 
nection with other words in a sentence. 

The object of studying Grammar is not to learn to 
parse, but parsing should be used as a means of acquiring 
a knowledge of the structure of the sentence — of gaining 
a knowledge of Grammar. This etymological considera- 
tion of the elements of the sentence should always be 
preceded by a logical analysis of the sentence itself. The 
need of this is apparent when we consider that English 
words have little change of form, and that the study of 
the English sentence is largely a consideration of the 
relations of thought. The method of analysis and pars- 
ing should be brief and simple. In the lower grades the 
pupil's knoAvledge of these subjects should be drawn out 
by judicious questions. In the higher grades it may be 
more complete and formal, but it should never be made 



INTRODUCTORY. 13 

so complex and cumbersome as to defeat the end for 
which it is used — to throw Hght upon the structure of the 
sentence and the relation of its elements, to make this 
knowledge systematic, and thus to lead to closer thought 
and clearer and more accurate expression. 

In the study of Grammar, oral work should always 
precede written. " There is nothing like the living voice, 
look, and action of the teacher for intensifying the atten- 
tion and concentrating the faculties of the pupil." While 
giving the lesson, the teacher should not be confined to 
notes or books. Indeed, during the oral exercise, it is 
desirable that he should avoid their use altogether. 

This collective oral instruction is made especially 
efificient when it is followed with the reproduction by the 
pupil of the subject matter of the lesson in writing. This 
method will stimulate close attention durinsf the oral 
work, and, as a consequence, will tend to produce great 
exactness. It will readily be admitted by all good 
teachers that the written method, since it addresses the 
eye as well as the ear, is the most exact and searching of 
all the methods, while at the same time it will keep all 
the pupils employed.^ 

* We clip the following from an able article in a late number 
of the Pacific School Journal : 

" More time should be devoted to conversational lessons with 
children even before they can read and write. These should be 
continued through the entire course. In such lessons pupils should 
be encouraged to talk freely, enough being given and suggested by 
the teacher for an interesting foundation or guide. Nothing stimu- 
lates or strengthens the mind more healthfully than such conversa- 
tional lessons. 

" Between oral and written work the time should be about 
equally divided. There should be dictation, sentence making, or 
more elaborate composition every day. Talk about ' once a week !' 
One might as well expect to grow physically on one meal a week as 
to accomplish anything in language with the same interval." 



14 TEACHER'S MANUAL, 

From first to last it should be the aim of the teacher 
to make the whole work of Grammar practical. He 
should constantly require the use of correct expressions 
and should instantly correct all incorrect expressions. 
Especial attention must be given to this in the lower 
grades, and before the pupil is acquainted with the princi- 
ples and rules of Grammar. In this way, and in this way 
only, will he acquire in early childhood the habit of 
speaking correctly, a habit that will be more potent than 
all the rules of Grammar to secure correct expressions. 

Only such sentences should be used for correction as 
are of every-day occurrence ; and, when a sufficient 
knowledge of Grammar is obtained, the reason for the 
correction should always be given. Rightly employed, 
this correction of false syntax will help to create a habit 
that will make an incorrect expression jar like a discord 
in music. Says Tate : *' In Grammar, as in many things 
else, we seem to know what is right by seeing what is 
wrong ; and we are better able to follow what is right by 
constantly endeavoring to avoid what is wrong." It will 
doubtless be injudicious to allow the primary pupil to see 
the incorrect form printed or written, and it will be unde- 
sirable, in any grade, to multiply examples of false syntax. 

Thus the pupil pursuing '' the method of investiga- 
tion '* under the direction of the skillful teacher comes at 
last to gain the power of using the English Language with 
propriety. The process began with inductive teaching, 
but in its final steps it has also used deduction. It began 
with analysis, and it has added synthesis. It has com- 
bined sentential analysis with etymological. It has in- 
cluded parsing and false syntax, not as an end, but as 
means to an end ; but from first to last it has taught the 
use of language fy using it. It has not divorced practice 
from theory. It has aimed to create a habit that would 
be a guarantee of accuracy. 



INTRODUCTORY. 15 

These acquirements in the realm of Lan<^uage thus 
obtained become a fixed and permanent possession. 
Having been thoroughly comprehended by the reason, 
they remain fixed in the memory, not in a crude and un- 
digested state, but as vital truths. '' By the old method 
it was considered to be the object of primary instruction 
to cultivate the verbal memory, forgetting that the verbal 
memory is one of the few faculties of our nature which 
needs no cultivation. Memory is the result of attention, 
and attention is the concentration of all the powers of the 
mind on the matter to be learned. The art of memory 
is the art of paying attention." We always remember 
those things best on which we have bestowed the most 
earnest attention. This faculty of concentration or con- 
tinuous attention requires careful culture. If a teacher 
would succeed, he must secure the attention of his pupils. 

To cultivate this faculty of attention, our teaching 
should be suggestive, that is to say, we should always 
leave something for the pupil to work out for himself. 
Our object should always be, not to remove difficulties 
from his path, but rather to teach him to surmount them. 

The great secret of fixing the attention of children is 
to interest them — to invest the subject with some charm, 
to mingle delightful associations with learning, and never 
to overstrain the faculties or to fatigue them by keeping 
them too long directed to one particular object. 

If we really wish to achieve the highest success in 
teaching, we must each become a little child again in 
thought and feeling. In this way we may be able to 
make the work a pleasure, and not a burden. In this way 
we may be able to make the investigation of Language 
a delightful ramble among words. 

In the Language Tablets it has been the design to 
follow the line of development herein indicated. They 
have been made for actual school work, and not to 



16 TEACHER'S MANUAL, 

establish any theory in regard to Grammar. It Is beHeved 
that the work, from first to last, is simple and practical. 
The successful use of the lessons will involve some pre- 
liminary oral instruction on the part of the teacher. 
Much of this is indicated in the headings of the lessons. 
The object of these pages is to give additional facts and 
suggestions, and especially to call attention to many 
prominent points in the line of work pursued and devel- 
oped in the Language Tablets. 



TABLET No. 1 .—(For First Year.) 

[The numbers at the left of the page refer to the lessons of the 
Tablets. The sentences used in this Tablet have, of course, been 
first developed in oral exercises or in connection with the reading 
lesson.] 

1-16. One of the best ways for little children to be- 
come acquainted with the sentence is for them to copy it. 
Let these sentences be ivritten, never printed. Insist upon 
great neatness in this work. Perhaps at first it will be 
well to use practice jDaper before putting the written 
exercise on the Tablet. 



II. Precede this lesson by all needed oral exercises on 
use of the telling and the asking 
teach their proper punctuation marks. 



the use of the telling and the asking sentences and also 



19-48. The object of many of these lessons is to in- 
duce thought through the medium of the perceptive 
faculties and to lead to the proper expression of the 
thought in a sentence. In presenting a new line of work, 
the method of procedure is generally this : First present 
typical sentences ; call attention to them by copying them 
or by omiting certain words from them that the pupil is 
to supply; then let the pupil write similar sentences at 



LANGUAGE TABLET No. L 17' 

the dictation of the teacher or in answer to his questions ; . 
lastly, let him write original sentences of the same kind. . 
These should also have constant review. 

32, 34. In the oral work let the subjects have different 
forms: singular, plural, simple, compound; use also the: 
different personal pronouns. 

35. Give oral work like the following, using in the 
same connection the words " now," " to-day," " this 
week," " this month," '' yesterday," '* last week," " last 
month," etc., thus : 

I • it now. I it yesterday. I have it 

to-day. 

38, 41. Let the pupil give as full answers as possible 
to those questions that appeal to the imagination, 

43, 44. These stories should be reproduced with as 
little change as possible from the language of the lesson. 



The folloTuiw^ Rcpr'oductioji exercises may be used for oral or 
written work. Let the teacher read the lesson to the pupils till they 
are familiar with at ; then let each pupil reproduce it in his own 
la7iguage, orally or in writing. 

Carlo, you must not bark at my little kitty. Come here, and 
be still. You will scare the pretty robin from her nest in the tree. 
There, now you are a good dog. 

What have you here to sell, Ned ? Oh, I have nuts and dolls 
and flags! Will you sell me some corn for my hens? Yes, and \ 
will give you some candy for Harry. 

Jack has a pretty little sled. See him go down the hill. Look 
out, Jack ! Will you give Nell and her doll a ride } Oh, yes, and 
she may take her kitty too 1 



18 TEACHER'S MANUAL, 

• 
The little birds have made a nest in the top of our plum-tree. 
In the nest are two pretty eggs. Did you hear the robin sing just 
now ? He is very happy. 

Ned has a white rabbit. Let us go and see it. What does he 
give it to eat.^ Oh, he gives it fresh grass every day! He has a 
nice little house for it to live in. I can see its long ears and its 
pink eyes. 



TABLET No. 2.— (For Second Year.) 

i-i I. These and other lessons of this Tablet are a con- 
tinuation of certain work in Tablet No. i. The work, 
however, is more dif^cult, as harder words are used. In 
these lessons let each sentence end either with a period 
or a question mark. 

12, 13, 15, 18. Do not call attention to any incorrec' 
expression not already used by the pupil. Give an oppor- 
tunity for the incorrect use, and when it occurs, let it be 
instantly corrected. The pupil must in every case repeat 
the sentence; giving the correct form. Incorrect forms 
should not be written on the blackboard for this grade. 

17. Encourage the pupil to make longer sentences 
and to present more ideas. This and other lessons in this 
Tablet call not only for the exercise of the perceptive and 
the reasoning, but also of the imaginative faculties. 

21. In this oral work, use only the simplest sentences 
and the simplest quality-words. 

26, 27. In this grade accuracy in the use of a and a?i 
can be secured by practice only. Let the teacher first 
present objects, then pictures, then words, and ask the 
pupil to give the name in connection with a or ^/i as may 



LANGUAGE TABLET No. 2. 19 

be suitable. The teacher is of course famihar with the 
rule that a is used before a consonant sound, and an 
before a vowel sound. 

38. A leaf has a stem, a blade, and veins. 

39, 41. Reproduce the language of the lesson as far as 
possible. 

42-46. Remember that sentences are required, not 
words simply. 

47, 48. Contractions should not generally be used in a 
written exercise. They belong to colloquial language, but 
are introduced here to teach the use of the apostrophe. 

The following Reproduction exercises are for oral or written 
work. Use them as in Tablet No. i . If either of the stories should 
seem to be too long, it will be easy to omit some sentences. 

WILD FLOWERS. 

One bright dav in May Alice and Nelly went to the grove after 
wild flowers. The snow had all gone from the fields, and the white 
blossoms of the strawberry dotted the hillside. The pretty little 
primrose was just springing up near the path, and the sweet little 
violets were peeping out at the sun and filling the air with their 
fragrance. After a pleasant hour spent among the trees, the little 
ones came home with their baskets filled with lovely vines and 
pretty blossoms. 

OUR BABY. 

Susie Gray wrote to her cousin Jennie Bell, and told her all 
about the new baby at their house. She said it was a darling boy, 
that its head was as bald as grandpa's, that it had pretty blue eyes, 
and had not a single tooth, and it could not eat the least bit of 
candy. She said its hands and feet were fat and chubby, its cheeks 
soft and dimpled, and its nose very, very small. She asked Jennie 
to come and see the baby. 



20 TEACHER'S JVIANUAL, 

Let the pupils commit the following memory lesson and 7-epro- 
duce it verbatim, orally and iji writing : 

Do your best, your very best, 

And do it every day ; 
Little boys and little girls. 

That is the wisest way. 



TABLET No. 3.— (For Third Year.) 

3. This lesson and others of the same kind are given 
to call into exercise the imaginative powers of the pupil. 
Encourage him to answer these questions fully, and ahvays 
in sejitences. Words alone ivill not do for language work. 

5. This should be preceded by an oral exercise in the 
use of see, saw, and seen. See note on Lesson 35, Tablet i. 

8. The fly has six legs and two wings. It is useful in 
eating up putrid matter that would otherwise produce 
sickness. The wasp has four wings, the spider has none. 

9. It is presumed that the pupil -has heretofore had 
similar oral work. 

10. In the first state the butterfly is an tgg or larva, 
then a pupa or chrysalis, then a perfect butterfly. It lives 
on the nectar of flowers, which it sucks from the blossom. 

14. Only those incorrect expressions should be noted 
that actually occur in the class. These incorrect forms 
should not be written by the teacher or pupil. 

16. Now let the pupil try to write a little story from 
word-pictures. The teacher will first write the following 
phrases on the blackboard: 

A fine day ; a good little boy ; a pretty kite. 



LANGUAGE TABLET No. 3. 21 

The pupil will try to picture to himself each separate 
phrase,, and then bring all the pictures together into one 
story. A little practice in this line of work will produce 
excellent results. 

19. Do not call attention to the error till it occurs. 

20. The horse and mule live in this country; the camel 
and zebra in Asia and Africa. They have all been used 
as beasts of draught or burden, but the striped one — the 
zebra — is so very vicious that he is of little use to man- 
knid. The camel is very useful in desert countries on 
account of his great endurance, because he can go many 
days without drinking, and because his foot is broad 
and flat, and does not sink into the sand. The mule is 
used in hilly countries, because it is so hardy and sure- 
footed. The horse and the zebra have manes. All these 
animals feed on vegetable food. All have broad, flat 
hoofs and a thick skin. 

21. This exercise should be preceded by oral work. 

24. These animals have eyes, teeth, tongue, and feet 
of the same kind. They live mostly on animal food. 
Their cushioned feet enable them to walk softly. They 
can capture their prey at all times, but their eyes are so 
formed that they can see distinctly at night when other 
animals cannot see. The leopard and tiger live in Asia 
and Africa. The leopard is spotted. 

27. The heading shows where and when the letter was 
written. The name of the month and State, also the 
word street, may be abbreviated. 

29. Let the pupil try to repeat the words of the story 
as closely as possible. 



32 TEACHER'S ]\!aNUAL, 

30. Follow the form of heading and salutation given 
in Lesson 32. 

31. The owl hunts his prey at night, because his eyes 
cannot bear the full light of day. The eagle is called the 
"king of birds," because of his prowess. These birds are 
birds of prey. The hen belongs to the scratchers, and is 
of the most service to man. The robin is a good singer. 

32. If there is room on the sheet, the heading may be 
placed on one line. 

35. After practice on paper of the proper size, let the 
pupil direct an envelope. 

38. Let the story be told briefly in the pupil's own 
language. First precede by oral work. 

41. The mason uses a trowel, level, plumb-line, ham- 
mer, etc. The painter uses a brush and a putty-knife. 

43. N.early all our coffee comes from Brazil. Ostrich 
feathers come from Africa. Tea and opium come from 
China. Oranges may be obtained in almost all warm 
countries ; we get many from Florida and Havana. 
Camels come from Africa. The Germans live in Ger- 
many. 

The folloiving Reproduction exercises may be used for oral or 
written work. Let the teacher read the lesson deliberately and 
plainly ; then let the pupil reproduce it orally or iii writing. If 
these stories are considered too long, they can easily be abridged, 

nelly's dog. 

Nelly has a pretty little spaniel whose name is Jip. He has 
long, soft, glossy hair, and when he walks out with his little mis- 
tress, every one admires him very much. Although Jip is a very 
good dog, yet he is often very full of mischief. Sometimes when 



LANGUAGE TABLET No. 3. 23 

Nelly is dressing her doll, he will suddenly seize it, and start for the 
yard. After a useless chase to get it away from him, he will walk 
demurely back, and lay it at Nelly's feet. 

One day he formed the idea of running away with the neigh- 
bor's cat, but pussy gave him such a sharp box on the ear that he 
changed his mind. 

T Jic pupil will tell the following story in his own language. 
MY DOLL. 

" I have a little doll; 
I take care of her clothes; 
She has soft flaxen hair. 
And her name is Rose. 

" She has pretty blue eyes, 
And a very small nose. 
And a sweet little mouth, 
And her name is Rose." 

ECHOES. 

One bright summer morning little Charley went with his mamma 
to visit a friend in the country. The house stood near a line grove, 
and Charley went out to play in a field near by. The little birds 
were singing, the squirrels were chattering, and every thing was so 
pleasant ! Charley was so happy that he shouted with glee, and 
the echo came back from the grove. "Halloo!" he called again, 
and "Halloo!" came back from the grove. "Who's there .^" said 
Charley, for he never before had heard an echo ; and " Who 's 
there?" the grove replied. "You're a dunce," shouted Charley, 
and "You're a dunce," was the reply. Then our little boy became 
very angry, and called out many ugly names, each of which the 
grove repeated. Then he ran to the house, and told his mamma 
that a bad boy was in the grove calling him names. When she had 
heard his story, she said : " You have heard only the echo of your 
own voice. If you had used only kind and gentle words, you would 
have received only kind and gentle words in return. Don't forget 
that kind words make kind echoes." 

A PLEASANT JUNE DAY. 

Willie, Jennie, and May had been at school all day. They had 
recited all their lessons well, and now they were on their way home. 



24 TEACHER'S MANUAL, 

What a pleasant walk it was through the fine fields in that soft 
June air! The grass was so green, the flowers were so sweet, the 
sky was so blue, the birds were so happy ! It was indeed a lovely 
day. When they reached home, they had their supper of bread 
and milk and strawberries, and then they all went with their papa 
for a little ride. 



TABLET No. 3i.-(For Fourth Year.) 

9. Four-handed animals include those that are gen- 
erally known as apes, baboons, and monkeys. The ape 
is without a tail; the baboon has a very short one; the 
monkey has one as long as its body or longer. The New- 
World monkeys differ from the Old- World monkeys in 
having a long tail that they use to assist them in climbing. 
The most celebrated of the apes is the gorilla, which is 
from five to six feet long; the orang-outang, which is about 
five feet long; and the chimpanzee, which is from four to 
five feet long. These apes inhabit the western part of 
Africa. When domesticated, the chimpanzee learns to 
walk, sit, and eat like a human being. All four-handed 
animals feed chiefly on vegetable food. 

10. Clouds are masses of vapor that float in the air. 
The heat of the sun causes this vapor to rise, and as long 
as it remains warm, it will not fall to the earth. When it 
becomes chilled, a portion of it will drop in the form of 
rain. The heat of the sun changes the w^ater of the 
ocean into vapor as fast as it is received from the rivers. 

How beautiful is the rain! 

After the dust and heat, 

In the broad and fiery street, 

In the narrow lane. 

How beautiful is the rain ! — Longfellow. 



LANGUAGE TABLET No. 3^. 25 

1 6. The lion is the largest of the Cat family, being 
sometimes eight or nine feet long. He has a noble ap- 
pearance and great courage. His color is tawny. This is 
the only member of the Cat family that has a mane. He 
is found in Africa and the East Indies. Like all animals 
of this family, he lies in wait for his prey, and suddenly 
springs upon it. He will not usually attack a man unless 
he is very hungry. 

The American panther is the most noted member of 
the Cat family in this country. It is larger than the largest 
dog, and lives upon the flesh of deer and other animals 
that it captures. It will sometimes attack and kill a man. 

22. Of the Dog family the wolf bears the nearest 
resemblance to the dog. He has coarse, strong hair, which 
is of a tawny gray color. The wolf is noted for his cruelty. 
When alone he is generally cowardly, and will not attack a 
man unless driven by hunger. Sometimes a number of 
them hunt their prey in packs; then they are dangerous. 

The fox is about the size of a spaniel, and is noted for 
his cunning. He spends much of his time in planning 
how to steal the farmer's lambs and poultry. He carries 
his prey to his den or hole, which he has dug in the ground 
in some secluded place. A few of the different varieties 
of dogs: Mastiff, Newfoundland, St. Bernard, collie, bull- 
dog, terrier, spaniel, greyhound. 

24. The animals of the Weasel family have long, 
slender bodies. They capture their prey by springing 
upon it suddenly and piercing its neck with their sharp 
teeth. They seldom eat the flesh of their victims. When 
a weasel kills a fowT, it is for its blood, of which he is very 
fond. He is of more service to the farmer than a good 
cat in ridding his barns of rats and mice. The weasel 
varies in size from six inches to a foot in length. In color 
he is generally a reddish brown or a yellowish white. 



26 TEACHER'S M'ANUAL, 

The otter is an amphibious animal of about three feet 
in length. His toes — five in number — are connected by a 
membrane like the foot of a duck. His fur is soft and 
fine and of a chestnut color. The otter lives mostly 
upon fish, which he catches with the greatest skill. Both 
in summer and in winter otters like to collect upon a steep 
hill that slopes to a stream below, and enjoy a jolly slide 
into the water. 

28. The raccoon is the smallest of the Bear family. 
Its color is gray with rings of white and brown. It has 
very sharp claws that fit it for climbing. Its food is 
mainly vegetable, but it will also eat birds or chickens 
when it can catch them. Like the black bear it is espe- 
cially fond of green corn, and it visits the farmer's corn- 
field at night, where it is sometimes captured. 

32. Animals of this family are all amphibious, but they 
spend most of their time in the sea. They abound mostly 
in cold climates, and are very numerous near the Poles. 
Seals generally are from three to five feet long, but some- 
times they grow to be twenty feet long. They cannot walk 
like other quadrupeds, but drag themselves along with 
their fore paws. Their feet are webbed for swimming. 
The seal fisheries of Alaska afford great quantities of the 
most valuable fur. 

The walrus is also found in the Polar seas. It some- 
times reaches the length of twenty feet. It is hunted by 
the Esquimaux for its oil, flesh, and tusks. Its greatest 
enemy is the polar bear with which it has frequent com- 
bats. In these battles the walrus uses its tusks with ter- 
rible effect. 

33. The three primary colors are red, yellow, and blue. 
All other colors are formed from them. Thus, red and 
yellow form orange; red and blue form purple; yellow 



LANGUAGE TABLET No. U. 27 

and blue form green. These colors so formed are called 
secondary colors. Any color is the complement of the 
remaining primary colors. The complement or contrast 
of red is the sum of yellow and blue which is green. The 
opposite or contrast of orange (which is red added to 
yellow) is blue. Purple and yellow are complementary,, 
and make a strong contrast. If you have not color cards,, 
use flowers and leaves for illustrations. 

35. Teach that when the words /, zee, inc, or us are 
used in the same construction with other words of the list, 
they should always come last. When you is used in con- 
nection with other words of this list, it should precede 
them. This can be taught practically only by repeated 
examples. It may take several oral exercises to prepare 
the class to take the written lesson. Teach also by re- 
peated examples the subject and object forms of these 
words. Give such examples as the following, and require 
the pupil to supply the blank with the right word. "John 
and — went," " He taught John and — to row." 

36. These little animals are distinguished by having 
two strong, chisel-shaped teeth for gnawing, which are 
placed in the front of each of their jaws. Their other teeth 
are few and small. These animals are found in all parts 
of the world. The most beautiful of them is the squirrel; 
the most common is the mouse ; one of the largest is the 
beaver. This animal lives mostly in North America. It 
is found in large numbers on the banks of the upper Mis- 
souri. The beaver constructs dams of trees that they 
gnaw down for the purpose, and put in position. When 
the dam is finished, it builds its house upon its banks. 
The entrance to it is under water. This animal is valuable 
for its fur. It lives mostly on vegetable food. 

41. The elephant is the largest of the Thick-skinned 



28 TEACHERS M^UAL, 

order of animals. He is also the largest land animal in the 
world, being from nine to twenty feet in height. He is a 
native of Africa and India. The African elephant is dis- 
tinguished by his large ears. The color of the elephant's 
skin is like that of the mouse. His eyes are very small. 
His legs are stout like short pillars. The most wonder- 
ful part of this animal is his trunk. With it he can 
take up his food and drink, and put it into his mouth. 
With one blow of it he can kill a man or a horse. Though 
he is very clumsy, yet he can travel very swiftly. His 
tusks are sometimes six or eight feet long, and have been 
known to weigh a hundred pounds each. Among all 
animals the elephant ranks next in sagacity to man. This 
order of animals comprises the horse, hog, rhinoceros, 
elephant, zebra, etc. 

45. You can secure the correct use of the different 
forms of the adjective only by long and earnest oral work. 
Begin with those of regular comparison. Take those of 
one syllable like tall, and use their comparatives in con- 
nection with two things; then use their superlatives in 
connection with three or more things. After practice has 
made this perfect, take adjectives of more than one sylla- 
ble, and then those of irregular comparison. 

46. The Cud-chewers feed entirely on vegetable food, 
and have generally eight front teeth on the lower jaw; but, 
with the exception of the camel, they have no front teeth 
on the upper jaw. (Some authors class the camel in the 
thick-skinned order.) These animals have large back teeth 
for crushing their food. What is especially peculiar to 
this order is that they have the power to chew their food 
a second time. Their hoofs are cloven. These animals are 
of the greatest value to man. They furnish most of our 



LANGUAGE TABLET No. 3i. 29 

animal food ; some are used as beasts of burden or draught ; 
we use their milk, fat, hair, skins, wool, horns, etc. The 
horns of the cow and the sheep are hollow and permanent ; 
those of the deer are solid, and are shed every year. Many 
of these animals are found in all parts of the world. The 
bison and llama are found only in America: the giraffe 
in Africa and India. Some of the animals of this order: 
Cow, buffalo, bison, antelope, goat, chamois^ sheep, giraffe, 
llama, deer, elk. 

47. The Whale-like order are not fishes, but animals, 
that always live in the water. They breathe the air by 
means of lungs, and they are warm-blooded. Instead of 
fore feet they have two fins. They have no hind feet, 
but their body ends in a powerful tail having a fin that is 
sometimes twenty-four feet broad, which enables them to 
move swiftly through the water or to leap entirely out of 
it. This tail becomes sometimes a powerful weapon. 
As these animals breathe the air, they cannot remain long 
under water, but must occasionally come to the surface to 
take breath. Whales are often from sixty to seventy feet 
long, but they sometimes reach the length of one hundred 
feet. Under their smooth skin is a thick layer of fat 
called blubber. For this the sailors sometimes capture 
them. A large whale will sometimes yield eight hundred 
barrels of oil. Whales are taken in the Polar seas, gen- 
erally about the end of April. A sailor is stationed at the 
masthead on the *' lookout." When a whale is discovered, 
the "lookout" calls ''A whale! There she blows!"" re- 
ferring to its spouting of water from the vent-holes in the 
top of its head when it comes to the surface to breathe. 
Then the boats are lowered, and if possible the animal is 
harpooned, and brought to the ship. Whalebone is 
obtained from the jaw of the whale. This animal is sup- 
posed to reach the age of eight hundred years. 



30 TEACHER'S MANUAL, 

The foUo^ving additional Reproduction and Develop7ne7it exer- 
cises may be used for oral or written work. Let the longer lessons 
be used for oral work only. 

THE LITTLE RAINDROP. 

Once there was a farmer who planted a large field of corn. 
When it came up, he weeded and hoed it carefully, and every day 
it grew finely. As often as he passed by, he would say to himself; 
" What a fine crop of corn I shall have for the support of my 
family !" 

But the scorching sun of August dried up all the moisture of 
the field, and the leaves that had before swayed proudly in the 
breeze now hung curled and withered. Of course the farmer was 
in great trouble. One day as he was walkmg sadly through the 
corn, two little raindrops up in the clouds saw him, and one of 
them said to the other : "Do you not feel sorry for that poor farmer } 
All his work for the year must go for nothing if his corn does not 
have rain at once. I should like very much to help him. ' 

"Yes," said the other, "but what can a little raindrop do.^ 
You cannot be of any use." 

"I know I cannot do much," said the first raindrop, "but I 
mean to do what I can. I'll do my best at any rate, arid it may 
cheer the farmer a little." 

So down went the raindrop, and fell pat upon the farmer's nose, 
and then rolled oiT on a blade of corn. 

"What's that.^" said the farmer, "a raindrop.^" " Perhaps 
we shall have a shower after all." 

When the first raindrop started for the field, the second one 
said he would go too, and he dropped on a hill of corn. Then 
other raindrops hearing what these friends were doing, started on 
the same errand, and many others joined them, and so the farmer's 
corn got a good supply of rain, and all because one little raindrop 
did what it could. 

TJie pupil will reproduce the following lesson in his own 
language, adding any thing that the lines may suggest. 

THE HARD LESSON. 

Suppose your task, my little man, 

Is very hard to get, 
Will it make it any easier 

For you to sit and fret } 



LANGUAGE TABLET No. 4. 31 

Then wouldn't it be wiser ? 

Than waiting Hke a dunce, 
To go to work in earnest, 

And learn the thing at once? — P. Cary. 

MAGNANIMITY OF A DOG. 

One day a cruel little boy took some sharp scissors, and slit the 
ears of his father's terrier. His father, seeing the dog's ears bleed- 
ing, and learning the cause, seized the boy, and would have whipped 
him soundly. Then the dog sprang up, put his paws on the sobbing 
boy's shoulders, licked his face, and looking up at the angry father, 
seemed to say : " Don't hurt him; he knows no better, and I love 
him." Who could resist such a plea .^ The boy escaped the 
whipping. 

A WINTER NIGHT. 

It was a bleak winter night. The snow was falling fast, and 
the wind was moaning through the pines. Grandma had been 
telling Willie a story of the olden time when she had lived in a log 
house and heard the wolves howl at night. Just then the tempest 
shrieked around the corner of the house, and Willie sprang to his 
feet in sudden fear. At that instant a sleigh stopped at the door, 
and papa, mamma and Bessie, having returned from the village, 
quickly entered the room. Soon the family were settled for a 
pleasant evening. The fire glowed in the grate; the kettle sang 
over the fire; Pussy purred on the warrri hearth; Carlo lay peace- 
fully at his little master's feet ; and the outside tumult was quite 
forgotten in the comfort of the cozy fireside. 



TABLET No. 4.-(For Fourth Year.) 

[In this Tablet we begin the study of technical Grammar. 
The subject is first presented inductively, and in connection with 
a few Language exercises. Those that desire only language work 
will find It in Nos. i\, \\, S^.j 

I. The teacher should not leave this subject till it is 
thoroughly understood. A failure here will involve fail- 
ure throughout the entire Tablet. Give a large number 



33 TEACHER'S MANUAL, 

of examples — some of which do, and some of which do 
not, express a thought — and require the pupil to classify 
them. 

3. Here again it is very important that the teacher 
should not leave the subject under consideration till it is 
fully mastered. Begin with simple oral work. Take the 
example, " The bird sings," and let the child observe that 
it expresses a thought, and is therefore a sentence. Then 
ask him to state about what the thought is expressed or 
the statement made. Then take other easy sentences, 
and proceed in the same manner. Afterward give the 
name subject to that of which something is said. Then 
again taking the first example, ask what is said of '' the 
bird," and so proceed with many examples till the pupil 
fully understands that the predicate tells what is said of 
the subject. 

7. Before giving the written exercise, place before the 
class several sentences — some of which tell something, and 
some of which ask something — and direct the pupil to 
select those that tell something — the declarative sentences. 

9. Give preparatory oral work as in Lesson 7. 

II. The teacher will notice that this is generally done 
by changing the position of the auxiliary or by commenc- 
ing by do or did. 

13. Be sure that the punctuation, paragraphing, and 
capitals are the same as in the copy. 

16. In giving easy sentences for oral work, do not 
present any abstract or verbal or collective nouns. The 
pupil is not yet ready for such words. 

18. In the preliminary oral exercise present no verb 



LANGUAGE TABLET No. 4. 33 

that does not express action. Leave words that express 
being or state for more advanced work. Ahvays present 
partial truth at first, and as the pupil is able to bear it. 
First ask what is the subject and predicate of each sen- 
tence ; then the word in the predicate that expresses the 
action of the subject. Do not give the written work till 
the pupil has had all needed oral drill. 

21. It is better to take at first only those words that 
denote quality, and not to use the term adjective till 
afterwards. 

24. The teacher may be sure that an exercise in re- 
producing good English is one of the best methods of 
becoming practically acquainted with the language. 

25. Insist upon great neatness in this work. If it is 
necessary, precede this exercise by oral composition on 
the same subject. 

26. 28, 29. First in an oral exercise select the subject 
and the predicate, then the action-ivord in the predicate, 
then the word that tells Jioiv, zuhen, or ivJiere the action is 
performed. Use no other verbs than action-ivords. 

34. Though this work may seem hard to pupils of this 
grade, yet if the previous Tablets have been mastered, 
they will, in a little time, do this and other similar lessons 
very well. 

36. The teacher Avill place before the class a declar- 
ative^ an interrogative, and an imperative sentence, and 
lead the pupil to observe the difference between them. 
Give many oral examples to develop the idea. 

40. Develop the exclamatory sentence as in Lesson 36. 



34 TEACHERS MANUAL, 

42. 0\\\y personal pronouns are to be used. 

44. In the oral exercise let the sentences be very easy 
and contain only verbs that express action, and have an 
object. Notice that the subject of a verb can be found by 
placing wJio or zvJiat before the actton-zvord, and that the 
object can be found by placing zvJioni or zvJiat after the 
action-word. 

A FEW SIMPLE DEFINITIONS. 

A sentence is a collection of words that expresses a thought. 

The sul)ject of a sentence is that of which something is said. 

The predicate of a sentence is that which is said of the sub- 
ject. 

When the subject does something to any person or thing, that 
person or thing is the object of the sentence. 

A dcchirative sentence makes a statement of a fact. 

An interrog'ative sentence asks a question. 

An imperative sentence makes a command. 

An exclamative sentence expresses emotion. 

A noun is a name-word. 

A pronoun is a word that stands for a noun. 

An adjective is a quality-word. (Complete definition here- 
after.) 

The following additional Reproduction exercises may be used in 
this grade for oral or written work. 

THE FOX AND THE CROW. 

A crow having seized a fine piece of meat flew with it in his 
beak to the top of a tree. A sly fox, wishing to get the prize, 
came under the branches, and thus he spoke : "How handsome is 
the crow in the beauty of her shape and the fairness of her color ! 
If her voice were only equal to her beauty, she would indeed be 
the queen among birds." Upon this the crow, wishing to prove that 
she was a good singer, set up a loud caw, and the meat fell to the 



LANGUAGE TABLET No. 4. 35 

ground. The cunning fox quickly picked it up, and said: "My 
dear crow, your voice is good enough, but you need more sense." 



THE BOY AND THE NETTLE. 

A little boy, who had been stung by a nettle, ran to his mother 
crying and sobbing bitterly, and saying he had only just touched it. 
" Oh," said his mother, " if you had grasped it firmly, it would not 
have hurt you. You should not touch a nettle at all unless you 
seize it manfully." 

THE FOX AND THE GRAPES. 

A hungry fox saw some fine clusters of ripe black grapes 
hanging from a high trellis. She tried all her tricks to get at 
them, but in vain, for she could not reach them. At last she 
turned away in disgust saying, " Well, the grapes are sour, and not 
so ripe as I thought." 

THE FLIES AND THE HONEY. 

A jar of honey having been upset, a large number of greedy 
f.Ies made haste to eat of its sweetness. But soon their feet 
became smeared with the honey, and they could not use their wings. 
When they found that they could not escape, they said : "O foolish 
creatures that we are ; for the sake of a little pleasure we have lost 
our lives." 

Let the pupils repeat orally or write the following story in their 
own language. 

THE QUARRELSOME KITTENS. 

Two little kittens one stormy night. 
Began to quarrel, and then to fight. 

One had a mouse, the other had none ; 
And that's the way the quarrel begun. 

"77/ have that mouse," said the bigger cat. 

'' Y oil II have that mouse, we'll see about that ! " 

" I will have that mouse," said the elder son ; 
"You shan't have the mouse, ' said the little one. 



36 TEACHER'S MANUAL, 

The old woman seized her sweeping broom. 
And swept both kittens right out of the room. 

The ground was all covered with frost and snow 
The two little kittens had nowhere to go. 

So they lay and shivered on a mat at the door, 
While the old woman was sweeping the floor. 

And then they crept in as quiet as mice, 
All wet with the snow and as cold as ice. 

And found it much better, that stormy night, 
To lie by the fire than to quarrel and fight. 

TABLET No. 4M.-(For Fifth Year.) 

3. Our national f^ag, the " Stars and Stripes," is com- 
posed of thirteen alternate red and white stripes — 
the outside stripes being red. It has also thirty-eight 
white stars on a blue ground. This flag was first used 
during our war for independence, and was adopted as our 
national flag in 1777. At first it had but thirteen stars, as 
that was the number of colonies. With the addition of 
each new State to the Union a new star was added, and 
as we now have thirty-eight States, the flag has thirty- 
eight stars. If another State should be added, we should 
add another star. The United States, .the land of the 
** Stars and Stripes," is about twenty-six hundred miles 
long and fifteen hundred miles wide. When an American 
vessel crosses the ocean, it carries the national colors. 

7. Birds of prey have sharp curved beaks and claws. 
The females of this order are generally one-third larger 
than the males. The condor, the largest bird of prey, is 
found only among the Andes mountains. It is about four 
feet long, and sometimes measures ten feet across its 
wings. It feeds on the flesh of those birds and animals 
that it captures. The condor does not build any nest, but 



LANGUAGE TABLET No. 4^. 37 

lays two white e^^gs on the bare rock, where it hatches and 
rears its young. 

The hawk is found in nearly every country in the 
world. It feeds mostly on insects, vermin, birds, poultry, 
and small animals. 

The fish-hawk captures his prey from the water. When 
the fish rises to the surface, he will pounce upon it, and 
carry it off in his claws. The eagle is also fond of fish, 
and when he sees the fish-hawk catch one, he sometimes 
gives chase, and obliges the hawk to drop it ; then he will 
dive though the air, and catch it before it reaches the 
water. 

The owl is the only bird that catches its prey at night. 
All birds have the sense of sight and smell more keenly 
than men or beasts. 

lo. These birds are called pcrchcrs, because they have 
feet formed for clinging to a perch or branch. Their toes 
are arranged with three in front and one behind. They 
live mostly in trees, where they make their nests and rear 
their young. 

The robin, bobolink, mocking-bird, and many other 
fine singers belong to the Thrush family. The robin is a 
close friend of man, and its nest is often found in some 
apple-tree near the house. It feeds principally on ani- 
mal food. A young robin is said to eat in a day more 
than its weight of insects. 

The mocking-bird is noted, not only for its ability as a 
songster, but also for its great power, of mimicry. It can 
imitate every sound that it hears. 

The humming-bird, the smallest of the pcrcJiers, is 
found only in America. In tropical regions its plumage 
is especially beautiful. Its tiny nest is only an inch in 
diameter. 

The swallow builds its nest in the spring under the eaves 



38 TEACHER'S MANUAL, 

of the barn. In the autumn these birds, as well as all other 
" birds of passage," go South, where they spend the winter. 
In the spring they usually return again, either to their old 
nests, or else they build others in the same locality. 

13. The turkey, hen, dove, etc., belong to the order of 
scratchers. Their wings are generally feeble, because they 
do not use them much, and like all unused faculties, they 
soon become weak. The pigeon uses Jiis wings, and is 
able to sustain an extended flight. He can fly at least 
sixty miles an hour. Sometimes vast numbers of these 
birds unite in a great flock, and journey across the country. 
When they find a forest such as they like for their nests, 
they take possession of it for a roosting-place. These 
flocks often contain over a million birds. 

The carrier-pigeon is often employed to carry letters to a 
great distance. He has been known to go a thousand miles. 

The partridge — the hen of the woods — is found in 
every country in the world. 

The peacock is a native of India. His plumage is a 
marvel of beauty, and he seems to be well satisfied with 
his appearance. He is a vain and greedy bird. His voice 
is harsh and discordant. 

15. The feet of the climbers have two forward toes and 
two turning backward, with sharp claws that fit them for 
climbmg. 

The birds of the Parrot family have a stout, hooked 
bill, and their plumage is usually very beautiful. They 
can sometimes be taught to repeat many words and 
sentences. 

The woodpecker is found in all countries but Australia. 
He feeds chiefly on grubs or insects that he digs from 
decayed trees. His bill is long and sharp; His tongue 
is sharp and barbed so that it can enter a hole in the tree, 



LANGUAGE TABLET No. 4i. 39 

and draw out his prey. It is also covered with a glutin- 
ous substance so that any insect that touches it cannot 
escape. When the woodpecker alights on a decayed tree, 
he taps it with his bill to see if it is hollow, and if it is, he 
digs for the grub that he suspects is within. The wood- 
pecker makes his nest in the cavities of partially decayed 
trees. Sometimes the black snake finds it, and destroys 
the eggs or the young. 

The cuckoo makes no nest of its own, but lays its eggs 
in the nests of other birds. When the young cuckoo is 
hatched, it throws the other young birds out of the nest. 

1 8. The ostrich is the largest of birds, being from six 
to eight feet in height, and sometimes weighs a hundred 
pounds. Its legs are long and strong and fitted for rapid 
running so that it is able to outstrip the fleetest horse. 
Sometimes when it is pursued it will hide its head in a 
thicket supposing that its whole body is thus hidden. 
The ostrich is valuable for its plumes, which are pure 
white, and are used for ornament. These birds are raised 
in Southern Africa for profit. 

The ostrich lays its eggs in the sand, where they are 
hatched by the heat of the sun. These eggs are about 
twenty-five times as large as hen's eggs. The ostrich feeds 
chiefly on vegetable food, but it will devour almost any 
thing that comes within its reach. 

All the other members of this order of birds are much 
smaller. The emu is found in Australia, the cassowary in 
Asia, and the rhea in South America. 

20. The waders have long, naked legs, so that they can 
go into deep water without wetting their feathers. They 
have so long a neck that they can search in the mud 
beneath the water for their food, which is mostly worms, 
reptiles, and fishes. 



40 TEACHER'S MANUAL, 

• 

The crane is over four feet long, and its wings extend 
about four feet. It is found in F^urope, Asia, and America. 

The heron is about three feet long, and it measures 
about five feet across its wings. It is found in all parts 
of the world. 

The stork is a larger bird than the heron, and abounds 
in the Old World. It is very common in Holland, where 
it sometimes builds its nest on the tops of unused 
chimneys. 

23. Frost is frozen moisture or dew. Snow is frozen 
vapor that sometimes falls from the clouds. Hail is 
frozen drops of rain. Ice is frozen water. Snow crystals 
have six equal sides. 

Snow may always be found on the tops of some of the 
Rocky and Sierra Nevada Mountains. Avalanches are 
great masses of snow that slide down the mountain-side 
destroying every thing before them. This often occurs in 
Switzerland. 

The Esquimaux live in snow houses, and subsist most- 
ly on the fat of the seal and walrus. 

Snow-shoes are long and broad frames that are at- 
tached to the feet to prevent them from sinking in the 
soft snow. 

24. When the water in a pitcher freezes, it expands, 
and breaks the pitcher. As a given quantity of water 
occupies more space after it is frozen than before, it 
follows that ice is lighter than water. When the water of 
a pond freezes, the ice rises to the top. If ice were 
heavier than v/ater, it would sink, and during the winter 
our ponds, streams, and rivers would become solid ice. 

A glacier is a field of ice of great extent and depth, 
usually formed upon the side of a mountain. Sometimes 
a glacier will in the polar regions project beyond some 



LANGUAGE TABLET No. 4^ 41 

overhanging cliff of the ocean until by its weight it breaks 
off, and falls into the water. It is then called an iceberg, 
or mountain of ice. Icebergs sometimes rise at least two- 
hundred and fifty feet out of the water. Their size is 
eight times as great beneath as it is above the surface of 
the ocean. As icebergs are formed on land, they are 
composed of fresh water, while ice-fields, being formed 
from the water of the ocean, are salt. 

28. The feet of the siviinnicrs are webbed; that is, 
their toes are joined together by a membrane. This 
assists them very much in swimming, as their feet take the 
place of oars. The duck, goose, and swan have been 
domesticated. They are raised for their flesh and their 
feathers. 

The eggs of wild geese and ducks may be obtained in 
the summer in great quantities in the cool waters of 
Northern Canada. 

The skin of the sivinuncrs is protected from moisture 
by a fine, oily down, through which the water' cannot 
pass. 

The albatross is the largest of aquatic birds. He will 
sometimes follow a vessel at sea for several hundred 
miles. 

The pelican is noted for the sack that he has under his 
bill in which he can carry the fish that he captures. 

The goose sometimes reaches the age of one hundred 
years. 

30. Trees usually grow from seeds. Such trees as the 
spruce, elm, and oak grow by adding wood to the outside, 
while such as the cocoanut and orange add wood at the 
center. The age of the maple can be told by counting 
the number of layers or grains from the center to the out- 
side. The cocoanut palm grows in tropical regions, and 



43 TEACHER'S MANUAL, 

often reaches the height of one hundred feet. Its leaves 
and fruit are found on the top. The mahogany and rose- 
wood have dark wood; the oak and maple have light wood; 
the maple and ash have hard wood; the pine and hemlock 
have soft wood; the chestnut and hickory are nut-bearing 
trees. 

31. Plants grow most rapidly in a tropical climate, 
because the chief conditions of rapid growth are heat and 
moisture. They cannot live in the cold regions near the 
Poles. Accordingly as stems last one year, two years or 
more, they are called mimial, biennial, or perennial. The 
soft stems of annual, biennial, or perennial plants are 
called herbaceous. Decidiions trees annually lose and 
renew their leaves. Trees not deciduous are evergreen. 
Bananas, date, bread-fruit, etc., are largely used for food 
in tropical climates. Rice is more used than any other 



32. 'Such trees as the apple and pear add wood to the 
outside. They abound in the northern part of the North 
Temperate Zone. They blossom in the spring, and the 
fruit ripens on some trees in the summer, on other trees 
in early or late autumn. In this country the orange-tree 
grows in Florida and California. It adds wood at the 
center, and not by outside layers. In Florida the tree blos- 
soms in March, and its fruit ripens from November to 
January. 

33. The climate of Florida is tropical. The word 
Florida means " flowery." In the winter it is a great 
resort for invalids, on account of the mildness of its 
climate. In going from Florida to the mouth of the 
Mississippi we cross the Gulf of Mexico. In proceeding 
up the river we shall find its waters confined by banks 



LANGUAGE TABLET No. 4^. 43: 

called levees. In Louisiana there are in this river valley 
large fields of sugar-cane ; in Mississippi large fields of 
cotton; and in Illinois and Iowa large fields of wheat 
and corn. Minnesota lies on both sides of the river. 
The falls of St. Anthony will prevent our further progress 
up the river. Here is the city of Minneapolis where flour 
is made in immense quantity. 

34. Maple sugar is made in the spring. The tree is 
bored, and a little spout is put in to convey the sap into a 
bucket. Then it is collected and '' boiled down." A 
single tree will yield several large buckets of sap in a sea- 
son. The kettles are suspended by a chain over the fire 
from a large pole. When the syrup becomes thick enough, 
it is taken from the fire and cooled ; it then becomes 
sugar. Sometimes the friends of the sugar-makers come 
to visit them when this " sugaring-off " occurs. Some- 
times also the black bear will smell the sugar, and come 
after his share. Sugar is also made from sugar-cane, 
beet-roots, and sorghum. 

42. The strawberry is a little herbaceous plant that, in 
its wild state, is found in the meadows and pastures of the 
temperate zone. It starts into growth immediately with 
the opening of spring. Shortly after its leaves appear, it 
blossoms, and, in a few weeks, its fruit ripens. The rasp- 
berry, in its wild state, is found everyw^here in our pas- 
tures and woods. Its bush is from three to four feet high, 
and its fruit ripens immediately after the strawberry. 
After the raspberry, comes the blackberry, which grows 
upon a stem somewhat larger and stronger than that of 
the raspberry, and is covered with sharp thorns. The 
canes of the two last mentioned plants produce fruit the 
second year. 



44 TEACHER'S MANUAL. 

• 

46. Corn is planted in hills ; wheat and rice are sowed 
broadcast or in drills. Corn and rice are generally culti- 
vated by hoeing. Corn when ripe is sometimes cut up 
near the roots, and put into small stacks to dry, after 
which it is husked. Sometimes the ears are plucked from 
the standing corn. Wheat is usually cut with a cradle or 
a reaper, and then threshed. Rice is reaped and threshed. 
In the United States corn is most largely produced. We 
ship large quantities of wheat and corn to Europe. Wheat 
is used more than any other grain for bread. 

48. Benjamin Franklin was born in Boston in 1706. At 
ten years of age he entered his father's shop to learn to 
make soap and candles. As he did not seem fitted for 
the business, his brother took him into his printing office, 
where he soon learned to set type. To gratify his thirst 
for reading he would often sit up during the greater part 
of the night. At the age of seventeen he went to Phila- 
delphia, where he obtained employment as a printer. At 
the age of twenty-three he became the editor of a paper 
in that city, which brought him both fame and money. 
Shortly afterwards he published what was known as 
" Poor Richard's Almanac," which contained many of his 
noted maxims. He was also the inventor of the light- 
ning-rod. During the Revolutionary war he was a mem- 
ber of Congress and also a minister to France. He died 
in 1790. 

The folloiving additiojial Rep7'oductum and Development Exerez'ses 
may be used for oral or luritten work. 

robin's umbrella. 

One summer mornmg as I was going from my room, 

I heard the muttermg of distant thunder. Stopping at the stair- 

wmdow to watch the approach of the storm, my attention was 

called to the great cherry-tree m the yard below. There in her 



LANGUAGE TABLET No. 4^. 45 

nest in the tree-top sat a beautiful robin. She, too, saw the gath- 
ering tempest, and was anxiously watching it. Just, then, her 
mate came home, and gave her a great ripe berry that he had 
brought for her breakfast. Then, hopping to the edge of the nest, 
he raised his umbrella over her. It was neither silk nor cotton, 
but his own pretty wings. Soon the big drops came thick and 
fast, and drenched him thoroughly, but he would not leave his 
mate. When the storm was over, and the sun shone again 
brightly, he hopped to a branch near by, smoothed and dried his 
crumpled feathers, and sang a cheerful song as though no storm 
had ever raged. 

{^Direct the pupil to repeat the following in his oiun language, 
adding any thing that the poem may suggest. ~\ 

BOBOLINK. 

Merrily swinging on brier and weed. 
Near to the nest of his little dame. 
Over the mountain-side or mead, 
Robert of Lincoln is telling his name: 

Bob-o'-link, bob-o'-link, 

Spink, spank, spink; 
Sung and safe is that nest ot ours, 
Hidden among the summer flowers, 
Chee, chee, chee. 

Six white eggs on a bed of hay, 
Flecked with purple, a pretty sight ! 
There, as the mother sits ah day, 
Robert is singing with all his might; 

Bob-o'-link, bob-o'-link, 

Spink, spank, spink ; 
Nice good wife, that never goes out. 
Keeping house while I frolic about, 

Chee, chee, chee. — IV. C.Bryant. 

OSTRICH RAISING. 

Ostrich raising is said to be very profitable in Southern Africa. 
A single pair will raise four broods a year of from ten to fifteen 
chicks each. A chick, a month old, sells for fifty dollars, and 



46 TEACHER'S MANUAL, 

a full-grown bird will yield twenty-five plumes yearly, worth three 
dollars each. They require little care, and feed chiefly on grass. 
They need no shelter, and can be kept in any well-fenced field. 
No herdsman is required to watch them, 

THE KID AND THE WOLF. 

A kid standing on the roof of a house, out of harm's way, saw 
a wolf passing by, and began to taunt and revile him. The wolf 
looking up said: " It is not thou who mockest me, but the roof 
on which thou art standing." 

SPIDERS. 

Spiders have the art of crossing streams of water on 
bridges of their own making. A gentleman of veracity relates 
the followmg curious incident; Having placed a large full-grown 
spider on a cane upright in the midst of a small stream, he saw it 
descend the cane several times, and remount when it had reached 
the surface of the water. Suddenly he lost sight of it wholly; but 
£L few minutes afterward, to his great astonishment, he perceived 
It quietly pursuing its own way on the other side of the stream. 
Having spun two threads along the cane, it had cut one of them, 
which carried by the wind had become attached to some object on 
the bank, and so served the spider as a bridge. 



TABLET No. 5.— (For Fifth Year.) 

I. The exercises in the first lessons of each Tablet con- 
sists largely of review work. In punctuation the period, 
question mark, exclamation mark, apostrophe, and quota- 
tion marks are used as heretofore, and a few of the simple 
uses of the comma are introduced. 

3. Proceed as in Tablet 4, Lesson 18. First use de- 
clarative sentences, afterwards interrogative, etc. But be- 
fore considering the words of the sentence, always con- 
sider it as the expression of a thought, and separate it 
into subject and predicate. Follow this plan in each lesson. 



LANGUAGE TABLET No. 5. 47 

5. We have before presented only a partial idea of an 
adjective ; we now consider it in its widest use. Com- 
mence by giving a large number of sentences using such 
words as a, an, the, this, that, these, those, my, on?-, his, her, 
some, any, no, etc., and notice that such words modify 
or limit the meaning of nouns. Then teach that such 
words, as well as quality-words, are adjectives. Teach 
that a, an, and tJie are also called articles, 

6. See Tablet No. 4, Lesson 13. 

7. Teach by object lessons the use of such words as 
in, on, and under. This can be done by placing any object 
/';/, on, or under the desk, and asking the pupil to give a 
sentence telling where you have put the object. Proceed 
similarly with other prepositions. 

9. See Tablet No. 4, Lesson 47. 

10. Use only sentences in which conjunctions connect 
words. 

1 1. Be sure that sufificient oral work is given to enable 
the pupil to determine whether words or sentences are 
connected. 

12. In all these forms insist upon neatness and exact- 
ness. 

13. The interjection is either followed by an exclama- 
tion mark or by a comma. When the comma is used, 
the sentence usually ends with an exclamation mark. 

16. First show by examples that some words are de- 
rived from other words, and that other words are not ; 
then let the pupil give the definition, and write the lesson. 

17. Precede by oral work. 



48 TEACHER'S MANUAL, 

I 8. Proceed as in Lesson i6. 

19. See Language Tablet No. 4, Lesson 34. 

20-21. Present sentences, and let the pupil discover for 
himself the difference between common and proper nouns; 
then develop the definition of each ; after that the lesson 
may be written. 

23-27. This work may be developed by the teacher. 
In each case he should lead the pupil to observe the fact — 
then to note the method. Use only easy nouns. Do not 
try to teach the e^ubject exhaustively in this grade or to 
establish the rules governing these cases till the work is 
again taken up in Tablet 7. 

31-32. This should be preceded by much oral work, 
and the instruction should be of the nature of that indi- 
cated in the former note. 

39. It will be well to precede this composition by 
necessary simple oral instruction about the structure, 
parts, and uses of the eye. 

40-41. In introducing phrase modifiers in this grade use 
only prepositional phrases. 

42. This lesson adds something to the instruction here- 
tofore given in regard to adverbs. Notice especially ad- 
verbs of negation. 

A FEW SIMPLE DEFINITIONS AND RULES. 

An adjective is a word that modifies a noun or limits its 
meaning. 

A phrase is a collection of related words not expressing a 
complete thought. 

A verb is a word that denotes action, being, or state. 

A preposition is a relation-word. 



LANGUAGE TABLET No. 5. 49 

A coiij unction is a word that connects words, phrases, and 
sentences. 

An interjedion is an emotion-word. 

A common noun is a class name-word. 

A proper noun is a particular name-word. 

The sinarular number of nouns and pronouns denotes one. 

The plural number of nouns and pronouns denotes more 
than one. 

The positive decree of an adjective is its simplest form. 

The comparative deg-ree expresses more or less than the 
positive. 

The superlative degree is the highest or lowest degree of 
comparison. 

RULE. Nouns are generally made plural by adding j- to the 
singular. 

When we cannot pronounce them easily with s, we add es. 

(This subject will be more fully considered hereafter.) 

RULE. Adjectives of one syllable are sometimes compared by 
adding er and es/ to the positive. 

Adjectives of two or more syllables are sometimes compared 
by prefixing 9nore and 7Jios/ to the positive. 

77/6' follow I )ig additional Reproduction exercises may be used 
for oral or written work. 

THE SCARECRO.V. 

In about a week after Harry's father had planted his corn- 
field, a few of the green blades began to show themselves. Then 
the crows made the field a visit, and began to pull up the tender 
shoots so as to get the kernel at the root. So Harry helped his 
father make an image to scare the hungry crows. Did you ever 
see a scarecrow.? Well, it is a frightful object. An old suit of 
clothes is stuffed out, and made to look like a ragged. old tramp, 
and the whole crowned with a seedy hat. When this image was 
put in the field, the crows came and held a council about it in a 
tree near by. Just then a slight breeze made the old rags flutter, 
and the crows, with loud cries, flew away in affright. They did 
not come for any more corn that year. 

A .SOFT ANSWER. 

The horse of a good man once strayed into the highway, and 
his quarrelsome neighbor took it to the public pound. Meeting 



50 TEACHER'S MANUAL, 

• 
the owner some time after, he said : " If ever I catch that 
horse in the road, I'll do just so again." " Neighbor," replied the 
other, " not long since, I looked out of my window, in the night, 
and saw your cattle in my meadow, and I drove them out, and 
shut them in your yard, and I'll do it again." Struck with the 
reply, the man took the horse from the pound, and paid the charge 
himself. 

THE CROW AND THE PITCHER. 

A thirsty crow seeing a pitcher, and hoping to find water, i^e'.v^ 
to it with great delight. When he reached it, he found, to his 
great grief, that it contained so little that he could not get at it. 
Then he said to himself, " If I cannot reach the water, perhaps 
I can make it come up to me." So saying, he dropped several 
pebbles into the pitcher, when the water rose, so that he was able 
to quench his thirst. "Ah," said the crow, " you see where there's 
a will, there's a way." 

WILLIE AND THE SNOWDRIFT. 

It had been a stormy night. The wind had driven the snow 
hither and thither. It had chased it around the house, into cor- 
ners and out again ; but its chief work seemed to be to pile it up 
in a high drift in Mrs. Taylor's door-yard. In the morning the 
sun arose as bright as ever, and as its rays flashed across the huge 
pile, each particle glittered like diamond dust. " How shall we 
get to the street.^" said Mrs. Taylor. " Oh, I can shovel a path," 
said little Willie, as he got his shovel, and manfully began work. 
His mother called him back, and tied on his fur cap with the 
warm ear-pieces, and put a tippet around his neck. Then he went 
to work again with a will. Just then a man passing by spied our 
little hero at his work, and he called out : " Halloo, my little man, 
how do you ever expect to get through that great snowdrift.''" 
" By sticking to it," instantly replied Willie; and he did stick to 
it till the work was done, and well done, too. Just as Willie had 
finished the work, his mother came out, and called him to break- 
fast. Don't you think she was proud of her manly little boy.? 

THE SLEIGH-RIDE. 

The pupil will write a story about a sleigh-ride, taking the 
points from the following lines. Let some of them be changed into 
prose and introduced. 

Jingle, jingle, clear the way, 
Tis the merry, merry sleigh; 



LANGUAGE TABLET No. ^, 51 

As it swiftly scuds along, 
Hear the burst of happy song, 
See the gleam of glances bright, 
Flashing in the pathway white. 

Jingle, jingle, on they go, 

Caps and bonnets white with snow, 

Not a single robe they fold 

To protect them from the cold ; 

Jingle, jingle, 'mid the storm. 

Fun and frolic keep them warm. 

Jingle, jingle, down the hill. 

O'er the meadows, past the mill. 

Now 'tis slow, and now 'tis fast; 

Winter will not always last. 

Jingle, jingle, clear the way, 

'Tis the merry, merry sleigh. — G. IV. Pettee. 



TABLET No. 5*.— (For Sixth Year.) 

6. The people of the Torrid Zone use the camel, ele- 
phant, llama, horse, etc., as beasts of burden. The camel 
and elephant are found in India and in several countries of 
Africa ; the llama is found in South America ; the horse 
is in most countries of the world. 

The principal use of animals to man is in furnishing 
him food. 

8. The parts of the body are the head, trunk, and 
limbs. 

The parts of the head are the crown, back, sides, fore- 
head, face, temples, eyes, nose, mouth, chin, cheeks, and 
ears. 

The parts of the trunk are the neck, throat, back, 
chest, and sides. 

The parts of the limbs are the thigh, lower leg, and the 
foot ; the upper arm, fore-arm, and hand. 



52 TEACHER'S MANUAL, 

The skeleton, or framework of the body, is composed 
of about two hundred bones. These bones are of use in 
supporting the body and giving it form. 

The elbow joint is a hinge joint ; so also is the knee 
joint ; the shoulder and the hip have a ball-and-socket 
joint. 

10. A metal is a mineral that may be melted or ham- 
mered. Salt and coal are minerals, but not metals. 

12. The parts of the nose are the bridge, nostrils, 
cartilage, and tip. 

The parts of the eye are the pupil, iris, eyeball, eye- 
lid, and lashes. 

The parts of the ear are the rim, flap, and drum. 

The eye is placed in a deep, bony socket to protect it 
from injury. The iris is a curtain to shade the pupil. 

15. The leaves of a plant correspond in their use some- 
what to the lungs of an animal. They have also the 
power to take in nutriment which enters into the compo- 
sition of the plant ; indeed they are the principal media 
through which it receives food, the roots of the plant be- 
ing mostly for support and to take up moisture. The re- 
quisites of plant growth are soil, air, light, heat, and mois- 
ture. 

When a growing plant is placed underwater, and put 
in the sunlight, it will breathe out oxygen gas that will 
rise i bubbles to the surface of the water. 

17. Reptiles and fishes are cold-blooded animals. 
Fishes are either bony or cartilaginous. The skeletons of 
such fishes as the shark and the sturgeon consist of carti- 
lage, and not of true bone. Fishes breathe through their 
gills. Their organs of sight and hearing are much less 



LANGUAGE TABLET No. 5i. 53 

perfectly developed than those of land animals. The shark 
is found mostly in warm climates, and is very voracious. 
The white shark has been known to swallow a man entire. 
The sturgeon spends the summer in our rivers, and the 
winter in the ocean. 

19. The Spaniards first discovered Florida. They set- 
tled St. Augustine in 1665. This is the oldest city in the 
United States. The next in age is Santa Fe. 

New York was settled by the Dutch ; New Orleans by 
the French. 

20. The muscles, or the lean meat, cover the bones, 
and are useful in moving the different parts of the body. 
The muscles are covered by the skin. Our muscles are 
generally moved by an exercise of the will, but the 
heart moves without our thought or will. The heart, 
tongue, etc., are entirely composed of muscles. We 
have in all about four hundred and fifty muscles. Their 
strength and health depends upon proper exercise, also 
upon good food, air, light, and blood. The needed exer- 
cise is largely furnished by ordinary work. We may some-, 
times rest the muscles by change of employment or by 
stopping work entirely. 

22. Dr. Franklin proved that electricity and lightning 
are the same by sending up a kite during a thunder shower, 
and drawing lightning from the clouds. Electricity may 
be produced by friction; for^instance, by rubbing glass 
with silk. Lightning is caused by a sudden discharge of 
electricity between two clouds, or between a cloud and 
the ground. Thunder is the result of the concussion of 
the electric fluid with the air. 

Nearly all metals are good conductors of electricity, 
but the best is silver; then follow gold and copper. The 



54 TEACHER'S MANUAL, 

best non-conductors are feathers, wool, silk, glass, etc. 
Lightning-rods are used for the purpose of conveying the 
electric discharge from the buildings to which they are 
attached. They are usually made of iron or copper. The 
safest place in a room during a thunder shower is generally 
near the center of the apartment. 

Messages are sent instantaneously by the electric tele- 
graph and by the telephone. Electricity is much used as 
a means of producing light. 

23. The codfish and the salmon belong to the bony or 
true fishes. The codfish is found only in salt water. Great 
numbers of cod and mackerel are caught off the coast of 
New England and on the banks of Newfoundland. 

In the summer salmon are found in many of our rivers, 
but principally in the Columbia river! 

The herring, bass, pickerel, trout, bluefish, and very 
many others belong to the class of bony or true fishes. 
They all have scales. 

25. Columbus first landed at San Salvador, an island of 
the Bahamas, a group of the West Indies. The first set- 
tlement was made at Cuba. Cuba, Hayti, and Porto Rico 
are the three largest of the West Indies ; Havana is 
their largest city. The chief trade of these islands is with 
the United States. We send to the West Indies breadstuffs, 
ice, lumber, butter, and manufactured goods, and re- 
ceive in return sugar, tobacco, spices, tropical fruits, etc. 
Mahogany and rosewood abound, also the orange, and the 
banana. Only one-sixth of the inhabitants' are white. 

34. Tea is raised chiefly in China and Japan. More 
than half of the coffee used comes from Brazil. Java and 
Ceylon rank next in the amount of its production. Ma- 
hogany and rosewood come from the West Indies and 



LANGUAGE TABLET No. o^. 55 

South America. Figs and dates grow in Southern Europe 
and in many parts of Asia and Africa. Cinnamon and 
nutmegs come from India and Ceylon. In this country 
cotton and sugar-cane are raised in the Southern States. 
Linen is made from flax. Opium is produced in China 
from the white poppy. Its seed bolls are pricked when 
they are green, and the dried juice is collected. Cloves 
are the flower buds of the clove-tree, and are obtained 
from the East Indies. India rubber is the sap of a 
Brazilian tree. Sago is the pith of the sago palm, a tree 
found in Ceylon. Tapioca is made from the roots of the 
cassava plant. 

35. The turtle carries its skeleton on its back; it is 
used as an article of food. The alligator is a large reptile 
that is found in several of the Southern States, especially 
in Louisiana and Florida. The crocodile is found princi- 
pally in the Old World. Alligators and crocodiles will kill 
and eat such small animals as dogs and pigs. They will 
seldom attack a human being. The chameleon is a lizard 
that has thfe remarkable power of changing its color. It 
is found in some parts of Europe, Asia, and Africa. It 
feeds chiefly upon insects. 

37. The steam engine was invented by James Watt. 
He was led to this invention by watching the effects of 
steam upon the lid of a tea-kettle. The locomotive steam- 
engine was invented by George Stephenson. 

40. People of warm climates live mostly on vegetable 
food. A tuber is an expanded root ; a bulb is a tuber with 
leaves or scales. The inhabitants of Ceylon use the pith 
of the sago-tree for food ; the fibers of the bark are made 
into clothing ;• the leaves are used for thatching their 
houses. 



56 TEACHER'S MANUAL, 

42. The body is nourished by the blood. It comes 
from the heart, and is carried to all parts of the body by 
the arteries. The color of pure blood is bright red, of 
impure blood dark red. Pure blood is given to the arter- 
ies from the right side of the heart. The veins are blood- 
vessels that return the blood from the extremities to the 
heart. The capillaries are little vessels that connect the 
veins and arteries. Impure blood enters the heart on the 
left side, and then passes to the lungs. Here it is purified 
by the action of pure air upon it. Impure air makes the 
blood impure. 

47. Europe is a little larger than the United States in- 
cluding Alaska. It took Columbus about eleven weeks to 
cross the Atlantic when he made his first voyage of dis- 
covery. We can now cross it in from seven to ten days. 

Russia is the largest country of Europe. London is 
the largest European city. The Danube is the largest 
European river. Liverpool is the most noted seaport. 

48. Coral is a deposit made by little insects found in 
the sea in warm climates. These insects are firmly at- 
tached to the branch-shaped forms that they construct be- 
neath the water. Some coral is red, some white, some 
dark. Southern Europe sends us coral from the Mediter- 
ranean sea. It is also obtained from the Red sea and 
from the Persian gulf. Coral is obtained from the water 
by a grapple that is lowered from a boat. 

When these insects have built a mass of coral to the 
surface of the water, it sometimes becomes disintegrated 
by the action of the air and water, and in time is covered 
with vegetation. Some of the South Sea islands are of 
coral formation, and being in warm climates, they are 
covered with tropical vegetation. Such trees as the cocoa- 
nut palm flourish on coral islands. 



LANGUAGE TABLET No. 5^ 57 

First read one of the following lessons, then let the pupil 
reproduce it in his own language, adding such other matter as the 
story juay suggest. 

THE MOUNTAIN AND THE SQUIRREL. 

The mountain and the squirrel 
Had a quarrel; 

And the former called the latter " Little Prig," 
Bun replied, — 

" You are doubtless very big; 
But all sorts of things and weather 
Must be taken in together 
. To make up a year 
And a sphere. 
And I think it no disgrace 
To occupy my place, 
If I'm not so large as you, 
You are not so small as I. 
And not half so spry ! 
I'll not deny you make 
A very pretty squirrel track. 
Talents differ; all is well and wisely put. 
If I cannot carry forests on my back, 
Neither can you crack a nut." — Emerson. 

HERCULES AND THE WAGONER. 

A carter was driving along a country lane, when the wheels of 
his wagon sank down deep into a rut. The stupid driver did 
nothing but make loud cries to Hercules to come and help him. 
Upon this Hercules suddenly appeared, and thus said : " Put your 
shoulder to the wheel, my man. Goad on your oxen, and don't 
pray to me for help till you have done your best to help yourself, 
or you will pray in vain." Self-help is the best help. 

RECOMMENDATIONS. 

A gentleman advertised for a boy to assist him in his office, 
and nearly fifty applicants presented themselves to him. Out of 
the whole number, he, in a short time, selected one, and dismissed 
the rest. 

" I should like to know," said a friend, "on what ground you 
selected that boy, who had not a single recommendation." "You 



58 TEACHER'S MANUAL, 

are mistaken." said the gentleman* " he had a great many. He 
wiped his feet when he came in, and closed the door after him, 
showing that he was careful. He gave up his seat instantly to 
that lame, old man, showing that he was kind and thoughtful. 
He took ofT his cap when he came in, and answered my questions 
frankly and respectfully, showing that he was polite and gentle- 
manly. He picked up the book that I had purposely laid on the 
floor, and replaced it on the table, while all the rest stepped over 
it, or shoved it aside, and he waited quietly for his turn, mstead of 
pushing and crowding, showing that he was honest and orderly. 
When I talked with him, I noticed that his clothes were carefully 
brushed, his hair in nice order, and his teeth as white as milk ; 
and when he wrote his name, I noticed that his finger-nails were 
clean, instead of being tipped with jet. Don't you call those 
things letters of recommendation ? I do ; and I would give more 
for what I can tell about a boy by using my eyes ten minutes than 
for all the fine letters he can bring me." — Little Corporal. 

THE DAISY. 

There is a flower, a little flower, 
With silver crest and golden eye. 
That welcomes every changing hour. 
And weathers every sky. 

On waste and woodland, rock and plain. 
Its humble buds unheeded rise; 
The rose has but a summer reign; 
The daisy never dies. — Montgomery. 

Tablet No. 6.— (For Sixth Year.) 

2. "Out-of-door" being a compound word is some- 
times called a compound adjective. 

3-4. Be sure to precede these lessons with sufificient 
oral drill. A failure in comprehending this subject will 
involve complete failure in analysis. 

7. The general rule for the formation of the plural of 
nouns is given on p. 49. The subject will also be con- 
sidered on pp. 61, 62, 64, 67, and 75. 



LANGUAGE TABLET No. 6. 



59 



The teacher will develop the special rules for forming 
the plural that appear at the end of the notes on Tablet 
No. 6, pp. 6i and 62. 

Show by example how these nouns are made plural 
then let the pupil state the principle and deduce the rule. 

9. It is desirable that pupils should now be able to use 
possessive forms with accuracy, and experience has shown 
that this subject can be mastered before the subject of 
case is fully considered. It will hereafter be shown 
(Tablet 7) that t\\& t^rms sjibject siiigu la?' dind subject pljira I 
are identical with nomijiative and objective singular and 
plural. Do not hasten over the ivork of this lesson. 



14. The pupil will tell how the ore is obtained 
it is melted ; what pig iron is ; what 
what useful articles are made from iron, etc 



how 



wrought iron is ; 



15. Let the pupil also separate the subject from the 
predicate by a vertical line. Note the two elements in 
a transitive sentence — the action and its object. 

21. See Tablet 4, Lesson 47. 

24. See Tablet 5, Lessons 31-35. 

25. Let the pupils thoroughly learn the list given 
below before writing the lesson. 



ADJECTIVES OF IRREGULAR COMPARISON. 



POSITIVE. 

good, 
bad. ^ 
ill, S 
much, ) 
many, ) 

fore, 



COMPAR. 


SUPERL. 


POSITIVE. 


COMPAR. 


SUPERL 


better, 


best. 


litde, 


less. 


least. 


worse, 


worst. 


near. 


nearer, 


( nearest 
( next. 


more, 


most. 


late. 


S later, 
( latter. 


latest, 
last. 


former. 


\ foremost. 
i first. 


old. 


) older, 
) elder. 


oldest, 
eldest. 



60 TEACHERS MANUAL, 

26. Show that some adjectives, like '^ sweet " and 
'' sour," quahfy nouns and pronouns, and are called 
qualifying adjectives; that others, like '' a," '' the," *' this," 
'' one," etc., limit the meaning of nouns, and are called 
limiting adjectives. Teach that some qualifying adjec- 
tives are formed from proper nouns, and are called proper 
adjectives. They should always have a capital. Show 
that some adjectives, like '^ perfect," '' complete," etc., 
cannot be compared. 

28. All words ending in oiis are adjectives. 

29. Perhaps it will be well for the teacher to give 
some description of a salt mine — that at Cracow in 
Poland is most noted. Tell also how salt is obtained 
by the evaporation of the water of salt springs. (The 
salt works of Syracuse, New York, will furnish a good 
example.) 

31. Give the pupils the following form if necessary: 

Mrs. Thompson requests the pleasure of Mr. and Mrs. 
James Wilson's company at dinner, on Wednesday even- 
ing next, at 5 o'clock. 

180 Austin Ave., 

Tuesday, 30th Dec. 

32. Notice that these are adverbs of manner, and are 
compared like adjectives. 

33-35. Here, at last, we have the complete idea of 
the adverb. 

We began in Tablet 4, Lessons 26-30, with liow, ivhen, 
and where words, and so prepared the way for Tablet 5, 
Lesson 42, in which it was shown that all such words, 
and all words that modify the verb are adverbs. We now 



LANGUAGE TABLET No. 6. 61 

show that all words that modify an adjective or adverb 
are also adverbs. 

Notice that such adverbs as very, quite, entirely, etc., 
are adverbs of degree. 

37. Be sure that pupils do not use the hyphen at the 
end of the line so as to divide a syllable. 

41. See Tablet 5, Lesson 12. 

47. It is a very common error to pluralize such nouns 
as " pailful " thus : *' pailsful." 



A FEW SIMPLE DEFINITIONS AND RULES. 

When a noun or pronoun represents the speaker, it is in the 
first person. 

When it represents the person spoken to, it is in the second 
person. 

When it represents the person spoken of, it is in the third 
person. 

Nouns or pronouns of the masculine geuder represent males. 

Nouns or pronouns of the feminine g'ender represent females. 

Nouns or pronouns of the neuter g-ender represent neither 
males nor females. 

A noun or pronoun is in the nominatiye case when something 
is affirmed of it. 

A noun or pronoun is in the possessive case when it denotes 
possession. 

A noun or pronoun is in the objective case when it is the 
object of a verb or a preposition. 

A transitive verb is one that expresses action, and has an 
object. 

An intransitive verb is one that expresses the being or state 
of its subject, or simply action without an object. 

An adverb is a word that modifies a verb, an adjective, or an 
adverb. 

Rule. Nouns ending in y preceded by a consonant change y 
to i, and add es to form the plural. 



63 TEACHER'S MANUAL, 

• 
Nouns ending in / or fe generally change these letters to ves 

to form the plural. 

Nouns ending in o after a consonant, also in .r, sh and ch soft 
generally form their plural by adding es. See also page 49. 

Rule. A capital letter must begin: (i) The first word of 
every complete sentence. (2) All words used in titles or head- 
ings. (3) Every line of poetry. (4) Every direct quotation. (5) 
Every proper noun and proper adjective. (6) All names of the 
Deity. (7) All personified words. (8) Words especially distin- 
guished. (9) The words / and O are always capitals. 

Aft €7' the teacher has read one of the folhnving lessons carefully 
to the pupils, let them reproduce it, orally or in ivriting, in their 
own language, adding any other points that the story may suggest. 

THANKSGIVING DAY. 

Over the river, and through the wood. 
To grandfather's house we go ; 

The horse knows the way ^ 

To carry the sleigh 
Through the white and drifted snow. 

Over the river, and through the wood ; 
Oh, how the wind does blow ! 
It stings the toes. 
And bites the nose. 
As over the ground we go. 

Over the river, and through the wood ; 
Now grandmother's cap I spy! 
Hurrah for the fun ! 
Is the pudding done .^ 
Hurrah for the pumpkin-pie! — L. M. Child. 

MEXICAN MILKMEN. 

One of the curiosities of the city of Mexico is the manner of 
selling milk. Instead of a handsome wagon rattling up with its 
bright cans and its cheery driver, the cows themselves, with their 
calves following muzzled, are driven to your door. Just think; 
you have the cow milked under your very window every morning, 
and you have no fear that you are paying for more water than 
milk. 



LANGUAGE TABLET No. 7. 63 

THE LARK AND HER YOUNG ONES. 

A lark had made her nest in the early spring in a field of 
wheat. The brood had almost become able to use their wings, 
when the owner of the grain, which was now quite ripe, came to 
see it, and said • " The time has come when I must send for all 
my friends to help me with my harvest." One of the larks heard 
his speech, and told it to his mother, asking her to what place 
they should now move for safety. " There is no need to move 
yet, my son," she said ; " the man who only sends to his friends to 
help him with his harvest is not really in earnest." The owner 
came again a few days later, and saw the grain falling to the 
ground from ripeness, and said : " I will come myself to-morrow 
with my sons, and get in the grain." The lark, on hearing these 
words, said: " It is time to be ofif, my little'ones, for the man is in 
earnest this time; he no longer trusts to his friends, but will reap 
the field himself." 

PERSUASION IS BETTER THAN FORCE. 

A dispute once arose between the north wind and the sun as 
to which had the most power, and they agreed to try their 
strength upon a traveler, and see which would be able to get his 
coat off in the least time. The north wind first tried his power, 
and blew with all his might. But this only made the man wrap 
his cloak the more closely about him. Then the sun shone out 
with all his warmth. His sultry rays, beating upon the traveler's 
head, obliged him to lay aside his cloak and seek the shelter of 
a grove by the roadside. 



TABLET No. 7.-(For Seventh Year.) 

I. See Tablet 4, Lessons 16, 17; also Tablet 5, Lessons 
21, 22. Show that some words, like "neatness" and 
'* pride," are the names of qualities, and are called ab- 
stract notuis ; that some singular nouns, like "army," 
'* f^ock," etc., denote many, and are called collective nouns ; 
and that some nouns compounded of two or more words, 
like ''father-in-law" and ''man-servant," are called com- 
pound nouns. 



64 TEACHER'S MANUAL, 

2. Take every opportunity to impress upon the class 
that the simple subject and the simple predicate are the 
two prominent words in a sentence, and that they should 
receive the first consideration. 

7. See Tablets 5 and 6, also pp. 49, 61, and 62. 

9. The teacher may give some information, if neces- 
sary, about the way in which coal is mined. 

10. Show that compound nouns are generally made 
plural by pluralizing the important part of the word ; as, 
'^ fathers-in-law." But when the hyphen is omitted, they 
follow the general rule ; as, " cupfuls." Many abbrevia- 
tions are pluralized by annexing s as D?'s. Other abbre- 
viations have a separate plural form as Mr., Messrs. Let- 
ters and figures are made plural by annexing an apostro- 
phe and s\ as in the following examples: '* Add the 4's." 
" Write the a's." 

Some nouns are found only in the singular ; as, sil- 
ver, Jwnesty, meekness. 

Some nouns have no singular ; as, scissors, trozvsers, 
tongs. 

Some nouns are the same in both numbers; as, sheep, 
deer, vermin. 

12. Nouns of doubtful gender are those that have the 
same form in masculine and feminine, and where, from the 
context, the gender cannot be determined. Such nouns 
are sometimes said to be in the common gender. Teach 
that pronouns have the same person, gender, and number 
as the nouns for which they stand. 

16. Masculine nouns are sometimes made feminine by 
using a different word; SiS, gander, goose ; bachelor, maid ; 



LANGUAGE TABLET No. 7. 65 

earl, countess ; friar, nun ; ivizard, zviteh ; lord, lady ; 
duke, duchess. 

Sometimes masculine nouns are made feminine by a 
change of termination; as, lion, lioness; shepherd, shep- 
herdess ; actor, actress ; tiger, tigress ; hero, Jieroinc ; ivid- 
oiver,widozv ; bridegroom, bride ; emperor, empress ; admin- 
istrator, administratrix ; executor, executrix. 

Some masculine nouns are made feminine by prefixing 
a word ; as, man-servant, maid-servant, etc. 

1 8. This is only a partial truth in regard to the nomi- 
native case ; the whole idea will be developed when the 
pupil is able to bear it. Be sure that what is presented is 
comprehended. Give many other sentences, and let the 
pupil select the nominatives. 

19. See Tablet 6, Lesson 9. ' 

21. See Tablet 6, Lesson 36. 

22. Notice that the nominative and objective cases of 
nouns have the same form (spelling). 

Explain that the arrangement of the different forms of 
a noun or pronoun, according to its case, is called declen- 
sion. Give the pupil the proper form for declension, thus : 

Sing. Flu. Sing. Plu. Sing. Plu. 

Nom. cat, cats, lady, ladies, man, men, 

Poss. cat's, cats', lady's, ladies', man's. men's, 

Obj. cat, cats. lady. ladies. man. men. 

26. Teach that double comparatives and superlatives 
should be corrected by dropping the superfluous term ; also 
that some adjectives — such as limiting adjectives, proper 
adjectives, and adjectives that are generally nouns — cannot 
be compared. Examples: '' A silver spoon," " this book," 
" French goods." 



66 



TEACHER'S MANUAL, 



28. See Tablet 4, Lesson 34. 

29. Lead the pupil by inductive oral instruction to a 
right understanding of the subjects here presented. The 
especial object of this work is to prepare the pupil for the 
work of false syntax given below. Give especial attention 
to the word tJievi^ as it is here considered before the other 
pronouns. 

31. See Tablet 4, Lesson 42. Explain that such words 
as /, nic, yoii, his, they, etc. show by their spelling what 
their person is, and so are properly csXl^d personal pronouns. 
The following is the declension of all the personal pro- 
nouns : 

FIRST PERSON. SECOND PERSON. THIRD PERSON. 





Sing. 


Plu. Sing. 


Plu. 


Sing. Plu. 


Norn. 


, I, 


we, thou. 


you. 


he, they. 




I my 
■ or 


our thy 


your 


their ^ 


Poss. 


or or 


or 


his, or - 




' mine, 


ours, thine. 


yours, 


theirs, ) 


Obj. 


me. 


us. thee. 


you. 


him. them. 




THIRD PERSON. 


THIRD PERSON. 




Sing. 


Plu. 


Sing, 


Plu. 


Nom. 


she. 


they, 


it. 


they. 


Poss. 


her or 


hers, their or theirs, 


its, 


their or theirs, 


Obj. 


her. 


them. 


it. 


them. 



In common style the personal pronouns of the second 
person plural number are used also in the singular. It 
will be noticed that the apostrophe is not used in the pos- 
sessive case of the personal pronouns. 

When pronouns of different persons are in the same 
construction, the pronoun of the first person should always 
be placed last, the pronoun of the second person first. 



LANGUAGE TABLET No. 7. 67 

33. The subject of an imperative sentence is always 
tJioii.yc, or you. 

35. If necessary, tell the pupil how petroleum is ob- 
tained by boring, and how it sometimes spouts up from 
the earth. Tell something about its manufacture into 
kerosene. 

36. This lesson will need much patient oral work. In 
determining the cases of these words, it will be well to 
select the verb, then put wJio or ivJuit before it to find the 
subject, then whom or what after it to find the object. 

37. This kind of synthetic work is very valuable, but 
most children find it difficult. 

38. A noun or pronoun is parsed by stating its class, 
and giving its person, gender, number, and case. If it is 
a pronoun, these will be the same as in the noun for which 
it stands. 

If the noun or pronoun is in the possessive case, name 
the noun to which it belongs. If it is in the nominative 
or objective case, state of what verb it is the subject or 
object. 

39. Teach that some nouns form their plurals irregu- 
larly ; as, brother, brctJircii ; tooth, tcctJi; penny, pence; 
foot, feet ; etc. (Nouns from foreign languages will be 
considered hereafter.) 

43. See Tablet 4, Lesson 13. 

45. Notice especially that the verb lacks the main ele- 
ment of a transitive verb : namely, aetion. Parse boy by 
telling what it is, and by giving its person, number, gen- 



68 . TEACHER'S MANUAL, 

der, and case, and stating that it is the predicate nomina- 
tive of the verb. This verb to be is sometimes called a 
7iciitcr verb and sometimes a copulative verb. 

Notice that the noun complement of a transitive verb 
is the object of the verb, but that the noun complement 
of an intransitive verb is a predicate nominative, and 
means the same as the direct nominative. 

A predicate adjective, though in the predicate, is af- 
firmed of the subject, and should be parsed as modifying it. 

47. Never attempt to analyze a sentence Or parse its 
different words till the thought of the sentence and the 
meaning of each word are clearly understood. Time spent 
in making these points clear is not lost. 

The analysis of a sentence consists in separating it into 
its elements, for the purpose of finding their mutual re- 
lation and dependence. Synthesis consists in uniting such 
elements into sentences. 

48. The transposition of a sentence consists in chang- 
ing the order of its elements. To facilitate the work of 
analysis or parsing, the change should be to the natural 
order of these elements ; that is, the subject and its modi- 
fiers should usually come first, afterwards the predicate 
and its modifiers. 

A FEW DEFINITIONS. 

An abstract noun is the name of a quality. 

A collective noun is one that in the singular expresses many. 

A compound noun is formed of two or more united words. 

The declension of a noun or pronoun is the proper arrange- 
ment of its different forms according to their number and case. 

A personal pronoun is one that shows its person by its form. 

The pronouns who, which, and what, when used in asking 
questions, are called interrog"ative pronouns. 

A noun complement is a noun used in the predicate to com- 
plete the sense. 



LANGUAGE TABLET No. 7. 69 

An adjective complement is an adjective used in the predicate 
to modify the subject, 

Parsini^ consists in telHng what a word is, its class, its proper- 
ties or forms, and its relation to other words. 



A FEW SENTENCES FOR ANALYSIS AND PARSING. 

{^Let the teacher use these sentences, as those in the Tablet have 
been used, rather than for complete and formal parsing.'] 

The bones of birds are filled with air. 

God tempers the wind to the shorn lamb. — Sterne. 

The air of the Alps is very pure and rare. 

The awful voice of the storm howled through the rigging. 

A clear conscience can bear any trouble. 

The figs of commerce come mostly from Smyrna. 

Who can describe the splendor of the heavens } 

The Esquimaux belong to the Mongolian race. 

Nearly all compound adjectives have the hyphen. 

The Bay of Fundy has the highest tides in the world. 

Queen Victoria resides mostly at Windsor Castle, near London. 

Snow and ice are different forms of water. 

How many fine trees grow in California ! 

Did you ever see a wild morning-glory.'' 

Who can describe its blossom } 

Which is the finest flower in your garden } 

What is the name of that pretty bird } 

Take care of the minutes! 



REPRODUCTION LESSONS. 

MAKING AUGER HOLES WITH A GIMLET. 

"My boy, what are you doing with that gimlet? "said I to 
a flaxen urchin, who was laboring with all his might at a piece of 
board before him. " Trying to make auger holes " was the reply, 
without raising his eyes. 

Precisely the business of, at least, two-thirds of the world — 
this making auger holes with a gimlet. Here is young A., who 
has just escaped from a clerk's desk behind the counter. He 
sports his moustache and his imperial, carries a rattan, drinks 
champagne, and talks big about the profits of banking and shav- 



70 TEACHER'S MANUAL, 

ing notes. He thinks he is really a great man ; but every one 
around him knows that he is making auger holes with a gimlet. 

Mr, B. may be put down as a distinguished professor of the 
gimlet. He was a farmer. His father gave him a fine farm, but 
he was not content. Speculation in corn and flour arose before 
him, fortunes were made in a twinkling; so he sold out, bought 
largely, dreamed of the riches of Astor and Rothschild — no more 
work. But, at last, the bubble burst, and Mr. B. has found out it 
is difficult to make auger holes with a gimlet. 

THE hornet's nest IN THE BARN. 

A certain man, finding a large hornet's nest under the eaves of 
his barn, set fire to it, and so burned up both the nest and barn. 
Such folly, you will say, is impossible; but v/hat is it to that of 
the man who drinks rum to cure disease ? There is Mr. Gruntly 
who has been for a year trying to burn out a pain in his breast by 
firing his stomach w^ith brandy, and the eaves of his house are on 
fire now. 

There is Mr. Carbuncle who has been dosing for dyspepsia, 
burning out the hornet's nest with rum till the front of hi§ house 
is in a blaze. 

Mind what I say, Peter, never make such a fool of yourself, 
as to set fire to your house for the sake of burning out a hornet's 
nest. 

MAKE HOME BRIGHT. 

Make your home attractive. Every one loves to look at 
flowers. Make your home bright with them. Gather the pretty 
grasses that abound in the fields. Bring in the wild flowers. 
Search for the vines with bright berries. Collect the pretty 
mosses. Decorate the mantels and brackets with tnem. Put 
them on the dining-table. Even boughs of evergreen will brighten 
up a home if you have no flowers. 



TABLET No. 8.— (For Seventh Year.) 

4. A pronoun usually stands for a noun that goes before 
it ; but an interrogative pronoun stands for a word that 
comes after it, and is found in the answer to the question. 
For the parsing of pronouns see p. 6y. 



LANGUAGE TABLET No. 8. 71 

/. Numeral adjectives cannot be compared. 

9. Give many sentences to show that there are certain 
words Hke tJiis, each, and other, that sometimes limit nouns, 
and sometimes take the place of nouns, and that there- 
fore they are called pronominal adjectives (adjective pro- 
nouns). Notice that the words this, that, these, and those 
limit definite things, and are therefore called demonstrative 
adjectives ; that ail, sonic, such, wJiolc, both, other, one, none, 
and another limit indefinite objects, and are called indeji- 
nite adjectives ; that cacJi, every, either, and neither point 
out things taken separately, and are called distributive ad- 
jectives. The words my, thy, his, her, our, your, its, and 
their have been given in the list of personal pronouns, but 
some authors call thtm. possessive adjectives (adjective pro- 
nouns). The adjective pronoiuis one, other, and another 
have the apostrophe and s in the possessive case. The 
words zuhich, wJiat, some, ozvn, former, and latter are also 
pronominal adjectives. 

16. Teach that a verb has the same person and num- 
ber as its subject. Show by example how its form varies 
with the different persons and numbers of its subject. 

17. Show by using personal pronouns after a verb or 
preposition, that the object of a verb or preposition must 
be in the objective case. 

18. Teach that the appositive noun is an adjective 
modifier of the noun that it explains. Show also that it 
always agrees with it in case. 

19. A noun in apposition is parsed 'by giving its 
properties and stating the word with which it is in 
apposition. 



"^2 



TEACHER'S MANUAL, 



20. Adverbs generally answer to the question when ? 
where ? how much ? or how ? 

2 1 . Some adverbs are of irregular comparison ; as, badly, 
' worse ^ ivorst ; zvcll, better, best. 

27. A and an are called indefinite articles, because they 
point out things indefinitely. The is called a definite 
article, because it points out things definitely. A and 
an Hmit singular nouns ; the limits singular or plural nouns. 
An adjective is parsed by stating its class, comparing it 
if it admits of comparison, naming its degree, and telling 
the word that it modifies or limits. 



28. The 


following are t 


he principal words 


used as prep- 


ositions: 








aboard 


below 


from 


throughout 


about 


beneath 


in 


till 


above 


beside 


into 


to 


across 


besides 


notwithstanding 


touching 


after 


between 


of 


toward 


against 


betwixt 


off 


towards 


along 


beyond 


on 


under 


amid 


but 


over 


underneath 


amidst 


by 


out of 


until 


among 


concerning 


past 


unto 


amongst 


down 


regarding 


up 


around 


during 


respecting 


upon 


at 


ere 


round 


with 


athwart 


except 


save 


within 


before 


excepting 


since 


without 


behind 


for 


through 





38. The following list contains a few of the conjunc- 
tions : And, as, both, because, for, if, that, or, nor, either, 
neither, than, tJiongJi, yet, but, except. 



LANGUAGE TABLET No. 8. 73 

39. Whenever a neuter noun is personified, it has the 
mascuHne or feminine pronoun. 

40. For the principal interjections see Tablet 5, Les- 
son 15. 

42. See Tablet 4, Lesson 47. 

A FEW DEFINITIONS AND RULES. 

A qualifying: adjective is one that expresses quality. 

A limiting- adjective points out or limits a substantive (noun 
or pronoun). 

A numeral adjective is one that expresses number. 

A pronominal adjective is a word that sometimes limits a 
substantive, and sometimes stands for it. 

An adverb is a word that modifies a verb, an adjective, or an 
adverb. 

Rules, i. When a noun or pronoun is the subject 
of a verb, it must be in the nominative form. 

2. When a noun or pronoun limits another noun by 
expressing ownership, it must be in the possessive form. 

3. When a noun or pronoun is the objeet of a verb or 
a preposition, it must be in the objective form. 

4. JVhen a noun or pronoun is the complement of an 
intransitive verb or of a verb in the passive voice, it must 
have tJie same ease form as the direct subject. 

5. WJien a noun or pronoun is in apposition, it has the 
same case as the zvord explained. 

6. An adjective qualifies or limits a noun or pronoun. 

7. A pronoun must have the same person, gender, and 
mimber as the noun for which it stands. 

8. A verb must agree with its subject in number and 
person. 

9. An adverb modifies a verb, an adjective, or an 
adverb. 



74 TEACHER'S MANUAL, 

10. A preposition shoivs the 'relation betzveen its object 
and the word that the phrase modifies. 

11. A eonjnnetion connects zuords, phrases, or sentences. 

12. A)i interjection has no dependence upon other zuords 
in the sentence. 

[Other rules on page 88 ] 
A FEW SENTENCES FOR ANALYSIS AND PARSING. 

[Let the pupil first analyze each sentence as in Tablet 8, Les- 
son 29, and afterwards parse each word. As his knowledge of the 
verb is yet quite limited, let him simply state whether it is transi- 
tive or intransitive, and also give its person and number.] 

Many birds build their nests on trees. 

How can you tell the age of this tree } 

The wings of a butterfly are covered with delicate scales. 

The Rio Grande separates Texas from Mexico. 

Liars should have good memories. 

The loftiest and strongest trees spring heavenward among the 
rocks. 

Crowns were the playthings of Napoleon. 

A cobra can renew its fangs in three months. 

A grandee on the exchange may be a pauper in God's universe. 

The last sunlight has flashed from that deck. — Beecher. 

Diogenes, the Greek philosopher, lived in a tub. 

Does he belong to the order of smilers or of scowlers .'' — Holjues. 

Hear the tempest on the mountain ! 

How sweet is the fragrance of this little flower I 

I have always despised the whining yelp of complaint and the 
cowardly feeble resolve. — Burns. 

With the surrender of Quebec the French power in America 
fell. 

The water-spaniel rivals all other dogs in his attachment to his 
master. 

Nature commonly lodges her treasures and jewels in rocky 
ground. 

For what market are you raising those splendid thistles ? 



LANGUAGE TABLET No. 9. 75 

REPRODUCTION LESSONS. 

Let the pupil tell what he can, in his own language, about 
" The Brook" adding whateifer else these lines may suggest. 

I chatter over stony ways, 

In little sharps and trebles; 
I bubble into eddying bays, 

I babble on the pebbles. 

I steal by lawns and grassy plots, 

I slide by hazel covers; 
I move the sweet forget-me-nots. 

That grow for happy lovers. 

And out again I curve and flow 

To join the brimming river, 
For men may come, and men may go, 

But I go on forever. — Tennyson. 

THE BOBOLINK. 

Of all the birds of our groves and meadows, the bobolink was 
the envy of my boyhood. He crossed my path in the sweetest 
weather and the sweetest season of the year, when all nature 
throbbed to the fields, and the rural feeling throbbed in every 
bosom. He comes amid the pomp and fragrance of the season; 
his life seems all sensibility and enjoyment, all song and sunshine. 
He is to be found in the soft bosoms of the freshest and sweetest 
meadows; and is most in song when the clover is in blossom. 
He perches on the topmost twig of a tree, or on some long 
flaunting weed, and, as he rises and sinks with the breeze, pours 
forth a succession of rich, tinkling notes; crowding one upon 
another, like the outpouring melody of the skylark, and possessing 
the same rapturous character. — Irving. 

TABLET No. 9.-(For Eighth Year.) 

I. The following is a short list of foreign nouns and 
their plurals : Dattun, data ; erratum, errata ; inediuiHy 
media; viiuutia, minutice; stratum, strata; ellipsis, ellipses; 
phenomenon, pJienomena ; index, indiees ; radius, radii ; 
genus, genera; genius, genii; eJierub, eJierubim ; beau, 
beaux. 



76 TEACHER'S MANUAL, 

10. Most of the trouble that the pupil finds in the an- 
alysis of sentences comes from the complex sentence. 
The teacher should therefore be sure that every step of 
the instruction is made plain, and that every point has 
many illustrative sentences. 

11. In combining these sentences, any words maybe 
changed or omitted if necessary. 

12. If the words connected are in apposition, the verb 
is singular. 

14. Begin with a review of word and phrase modifiers 
of a noun, and then come to clause modifiers. Illustrate 
by easy sentences. 

15. Proceed as in Lesson 14. 

16. The relative pronoun cannot be properly taught 
except as a part of a complex sentence — a connective of 
the clause, or dependent member, to the principal member. 
First consider it as a connective, then as a pronoun. 
This is one of the most difficult parts of speech for the 
pupil to master. 

21. Begin with sentences containing the different forms 
or cases of the relative pronoun ; then arrange them in 
regular order, thus : 
Singular & Phiral'. Nom. ivJio, Boss. ivJwsc^ Obj. ivJwni. 

" ' ' " Nom. wJi ich , Boss, zvhosc , O b j . zvh icJi . 

WJiat and tJiat are found only in the nominative and 
objective cases in both numbers. 

The relative pronoun is parsed by giving its anteced- 
ent — that is, the noun or pronoun for which it stands — then 
its person, gender, and number, which are always the same 
as its antecedent, also by giving its case and government. 



LANGUAGE TABLET No. 9. 77 

23. Begin with adverbial word and phrase modifiers, 
and then come to clause modifiers. 

24. Do not attempt to teach the conjunctive adverb 
till the sentence containing it is first analyzed. Be sure 
that the pupil knows which is the principal member, and 
which the dependent member or modifying clause. No- 
tice that sometimes the principal member comes after the 
dependent member. In such a case let the pupil trans- 
pose the order of the members. 

The principal conjunctive adverbs are zc/icii, i^'Jiih\ 
ivJicrc, till, until, since, so, (rs, after, before. 

A conjunctive adverb is parsed by stating the clause it 
connects to the principal member, and also what two 
verbs it modifies. 

27. It will be very easy for pupils to thoroughly master 
the co-ordinate conjunction. Consider it in its relation to 
words, then in its relation to sentences. Then take the 
subordinate conjunction, and proceed as in the case 
of the conjunctive adverb. The principal- subordinate 
conjunctions are that, t/ioiigh, although, exeept, lest, beeause, 
if, unless, for, as, since. The subordinate conjunction is 
parsed by stating what dependent member is connected to 
the principal one. The co-ordinate conjunction is parsed 
by telling what words, phrases, or sentences it connects. 

Notice that the three connectives of the clause, or de- 
pendent member, to the principal member, are the relative 
pronoun, the conjunctive adverb, and the subordinate 
conjunction. Give many sentences illustrating this, and 
require the pupil to select and parse these connectives. 
Then let them make other complex sentences containing 



,5, This lesson is introductory to 36, 



78 TEACHER'S MANUAL, 

36. Some grammarians use the terms active verbs 
and passive vei^bs. 

38. Make the pupil understand that whenever the form. 
of the sentence is changed from the active to the passive, 
the object of the active verb is made the subject of the 
passive verb. 

39. Do not begin by saying that may, can, mtist, etc., 
are signs of the potential mood, but first give sentences 
containing these forms, and then note the construction 
of these verbs; afterwards name their signs, and state 
what they each denote. 

41. The subjunctive mood is found only in the de- 
pendent member of a complex sentence, and must be 
taught only in connection with such a sentence. Though 
the subjunctive mood is used much less than formerly, yet 
it should be thoroughly taught. The signs of the sub- 
junctive mood are if, though, unless, except, etc. 

42. Do not hurry over the subject of mood. Show 
that the subject of every verb in the imperative mood is 
thon, ye, or yon, and that the sign of the infinitive mood 
is to. 

A FEW SIMPLE DEFII>J ITIONS. 

A simple sentence has one subject and one predicate. 

A compound sentence consists of two or more simple sentences 
connected by a conjunction. 

A complex sentence consists of a simple sentence modified by 
one or more simple sentences. 

A clause is a dependent member of a complex sentence. 

A relative pronoun is a word that relates to a noun or pro- 
noun, and connects its clause to the principal member. 

When a verb represents its subject as acting, it is in the actiye 
Toice or form. 



LANGUAGE TABLET No. 9. 79 

When a verb represents its subject as being acted upon, it is 
in the passive voice or form. 

The indicative mood makes a statement, or asks a question. 

The potential mood asserts that an act or state may, can, 
must, mi^Iit, could, would, or sliould be done or exist. 

The subjunctive mood is used in clauses to denote both doubt 
or futurity. It sometimes also expresses a wish. 

The imperative mood asserts a command. 

The infinitive mood expresses the action or being in a general 
manner. 

The present tense denotes present time; the past tense, past 
time , the future tense, future time. 

The perfect tenses denote completion in the time specified; 
thus, the present perfect tense denotes an act completed in pre- 
sent time, etc. 



A FEW SENTENCES FOR ANALYSIS AND PARSING. 

Let the pupil analyze each sentence as in Tablet No. 9, and 
afterwards parse each word. Parse verbs as in the former Tablet. 

A clear streamlet of bright, sparkling water rippled through 
the glade. 

What sighs have been wafted after that ship ! 

God's finger touched him, and he slept. 

One's real character generally shows itself in little things. 

Each joint of the rattlesnake's tail represents a year's growth. 

Arabia was probably the original country of the horse. 

Put not your trust in money, but put your money in trust. 

—O. IV. Holmes. 

Enormous quantities of Indian corn are annually produced 
in the Mississippi Valley. 

The proverb answers where the sermon fails. 

Never brag of your fish before you catch them. 

Those who govern best make the least noise. 

Speak clearly if you speak at all. — Holmes. 

Chocolate is prepared from the seeds of the cacao-tree. 

A single banyan-tree has sheltered an army of seven thousand 
men. 



80 TEACHER'S MANUAL, 

A rattlesnake will not generally attack you, unless you irritate it. 

Most persons who ask for advice want praise. 

A good reader will often pause where no grammarian would 
insert a point. 

The ornaments of a home are the friends who frequent it. 

The love which survives the tomb is one of the noblest attri- 
butes of the soul. — Irvhig. 

Walruses are excellent swimmers, but they are awkward in 
their movements on shore. 

Bear your burden manfully till the holiday is fairly earned. 

Let the teacher read to the class this selection from ''The 
Village Blacksmith ; " then let them reproduce it iti their own 
langtiage, adding whatever the poem may suggest. 

Under a spreading chestnut-tree 

The village smithy stands; 
The smith, a mighty man is he, 

With large and sinewy hands; 
And the muscles of his brawny arms 

Are strong as iron bands. 

His hair is crisp and black and long; 

His face is like the tan; 
His brow is wet with honest sweat — 

He earns whate'er he can ; 
And looks the whole world in the face, 

For he owes not any man. 

Week in, week out, from morn till night. 

You can hear his bellows blow ; 
You can hear him swing his heavy sledge, 

With measured beat and slow. 
Like a sexton swinging the village bell. 

When the evening sun is low. 

And children coming home from school. 

Look in at the open door; 
They love to see the flaming forge. 

And hear the bellows roar, 
And catch the burning sparks that fly 

Like chaff from a threshing-floor. 

— Longfellow. 



LANGUAGE TABLET No. 10. 81 

TABLET No. 1 O.— (For Eighth Year.) 

2. The compound relatives are declined like the simple 
relatives. PV/iat should be parsed as t/iat and which. 

3. Notice the different forms in the singular and plu- 
ral, also the different terminations on account of person. 
See also Lesson 18. 



8. For the construction of the active participles see 
Lesson 4. The present passive participle is formed by pre- 
fixing being to the past active p'articiple ; \.h.Q past passive 
participle has the same form as the past active; the/^r- 
fect passive ^2iYi\c\'p\Q \s formed by prefixing having been 
to thQ past passive. See also Lesson 26. 

10. When a participle is used as a noun, it is some- 
times called a verbal. When a participle is used as an 
adjective, it is called di participial adjective. 

11. Notice that these nouns are in the second person. 

12. This is an awkward construction, and should be 
avoided if possible. 

15. The following is a list of the irregular verbs with 
all their principal parts, except the present participle which 
is always formed by adding ing to the present indicative. 
Those marked R. have also the reo-ular form : 



PRES. 


PAST 


PAST 


PRES. 


PAST 


PAST 


IND. 


IND. 


PART. 


IND. 


IND. 


PART. 


Abide, 


abode. 


abode. 


Begin, 


began. 


begun. 


Arise, 


arose, 


arisen. 


Bend, 


bent, R. 


bent, R. 


Awake, 


awoke, R. 


awaked. 


Bereave, 


bereft, R. 


bereft, R. 


Am (Be), was. 
Bear, bore, 

(,To bring forth.) 

Bear, bore, 

(To carry.) 

Beat, beat. 


been, 
born. 

borne. 

beaten. 


Beseech, 
Behold, 

Bid, 

Bind, 


besought, 
beheld, 

j bid. 

\ bade, 
bound. 


, besought 
beheld, 
bidden, 
bid, 
bound. 



82 



TEACHER'S MANUAL, 



PRES. 


PAST 


PAST 


PRES. 


PAST 


PAST 


IND. 


IND. 


PART. 


IND. 


IND. 


PART. 


Bite, 


bit. 


S bitten, 
'} bit. 


Feed, 


fed. 


fed. 






Feel, 


felt. 


felt. 


Bleed, 


bled. 


bled. 


Fight, 


fought. 


fought. 


Blow, 


blew. 


blown. 


Find, 


found. 


found. 


Blend, 


blent, R. 


blent, R. 


Flee, 


fled. 


fled. 


Bless, 


blest, R. 


blest, R. 


Fling, 
Fly, 


fiung. 


flung. 


Break, 


broke. 


broken. 


flew, 


flown. 


Breed, 


bred, 


bred. 


Forbear, 


forbore. 


forborne. 


Bring, 


brought. 


brought. 






\ forgotten, 
/ forgot. 


Build, 


built, R. 


built, R. 


Forget, 


forgot, 


Burn, 


burnt, R. 


burnt, R. 


Forsake, 


forsook. 


forsaken. 


Burst, 


burst. 


burst. 


Freeze, 


froze, 


frozen. 


Buy. 
Cast. 


bought, 
cast. 


bought, 
cast. 


Get, 


got, 


S got. 
I gotten. 


Catch, 


caught. 


caught. 


Give, 


gave. 


given. 


Chide, 


chid, 


\ chidden, 


Go, 


went. 


gone. 






1 chid. 


Grind, 


ground. 


ground. 


Choose, 


chose. 


chosen. 


Grow, 


grew. 


grown. 


Cleave, 


cleft, 


3 cleft, 
} cloven. 


Hang, 
Have, 


hung, R. 
had. 


hung, R. 
had. 


Cling, 


clung. 


clung. 


Hear 


heard, 


heard. 


Clothe, 


clad, R. 


clad, R. 






\ hewed 


Come, 


came. 


come. 


Hew 


hewed. 


) hewn. 


Cost, 


cost. 


cost. 






\ hidden, 


Creep, 


crept. 


crept. 


Hide, 


hid. 


} hid. 


Crow, 


crew, R. 


crowed. 


Hit, 


hit. 


hit. 


Cut. 


cut. 


cut. 


Hold, 


held. 


held. 


Dare, 


durst. 


dared. 


Hurt, 


hurt. 


hurt. 


(To venture.) 

Deal, dealt, r. 


dealt, R. 


Keep, 


kept, 


kept. 


Die, 


dug, R. 


dug, R. 
done. 


Know, 


knew. 


known. 


Do, 


did. 


Kneel, 


knelt, R. 


knelt. 








Knit, 


knit, R. 


knit, R. 


Draw, 


drew. 


drawn. 








Dream, 


dreamt. 


R. dreamt, R. 


Lay, 


laid. 


laid. 


Drink, 


drank. 


\ drunk, 
'I drank. 


Lead, 
Leave, 


led, 
left, 


led. 
left. 


Drive, 


drove. 


driven. 


Lend, 


lent. 


lent. 


Dwell, 


dwelt, P 


L. dwelt, R. 


Let, 


let. 


let. 


Eat, 


\ ate, 


eaten. 


Light, 


lit, R. 


lit, R. 


/ eat, 


eat. 


Lie. 


lay. 


lain. 


Fall 


fell. 


fallen. 


(To 


recline.) 





LANGUAGE TABLET No. 10. 



PRES. 


PAST 


PAST 


PRES. 


PAST 


PAST 


IND. 


IND. 


PART. 


IND. 


IND. 


PART. 


Lose, 


lost, 


lost. 


Slink, 


slunk, 


slunk. 


Make, 


made, 


made. 


Slit, 


slit, 


slit. 


Mean, 


meant, 


meant. 


Smell, 


smelt, R. 


smelt, R. 


Meet, 
Pay, 


met, 
paid, 


met. 
paid. 


Smite, 


smote. 


^ smitten, 
) smit. 


Put, 


put. 


put. 


Sow, 


sowed, 


sown. 


Read, 
Rend, 
Rid, 


read, 
rent, 
rid. 


read, 
rent, 
rid. 


(To scatter.) 

Speak, spoke, 
Spend, spent, 


spoken, 
spent. 


Ride, 


rode, 


ridden. 


Spill, 


spilt, R. 


spilt, R. 


Ring, 


S rang, ( 
I rung, ) 


rung. 


Spin, 
Spit, 


spun, 
spit. 


spun, 
spit. 


Rise, 


rose, 


risen. 


Spread, 


spread, 


spread. 


Run, 


S run, ] 
\ ran, \ 


run. 


Spring, 


i sprang, ) 
I sprung, \ 


■ sprung. 


Say, 


said. 


said. 


Stand, 


stood, 


stood. 


See, 


saw. 


seen. 


Stay, 


staid, R. 


staid, R. 


Seek, 


sought. 


sought. 


Steal, 


stole, 


stolen. 


Sell, 


sold, 


sold. 


Stick, 


stuck. 


stuck. 


Send, 


sent. 


sent. 


Sting, 


stung, 


stung. 


Set, 


set. 


set. 


Stride, 


strode. 


stridden. 


Shake, 
Shed, 


shook, 
shed. 


shaken, 
shed. 


Strike, 


struck, 


3 struck. 
I stricken. 


Shine, 


shone, 


shone. 


String, 


strung, 


strung. 


Shoe, 


shod, 


shod. 


Strive, 


strove, 


striven. 


Shoot, 


shot, 


shot. 


Strew, 


strewed, 


strewn. 


Show, 


showed, 


shown, R. 


Swear, 


swore, 


sworn. 


Shrink, 

Shut, 

Sing, 

Sink, 


\ shrunk, 
\ shrank, 

shut, 
\ sang, I 
} sung, { 
{ sank, ) 
( sunk, f 


shrunken 

shrunk. 

shut. 

sung, 
sunk. 


Sweat. 
Sweep, 
Swell, 

Swim, 

Swing, 


sweat, R. 

swept, 

swelled, 
) swam, } 
} swum, S 

swung. 


, sweat, R. 
swept, 
swollen, R 

swum. 

swung. 


Sit, 


sat. 


sat. 


Take, 


took, ^ 


taken. 


Slay, 


slew, 


slain. 


Teach, 


taught, 


taught. 


Sleep, 
Slide, 


slept, 
slid, 


slept. 
j slid, 
( slidden. 


Tear, 
Tell, 
Think, 


tore, 
told, 
thought, 


torn, 
told. 
, thought. 


Sling, 


slung, 


slung. 


Throw, 


threw. 


thrown. 



84 



TEACHER'S MANUAL, 



PRES. 
IND. 


PAST 
IND. 


PAST 
PART. 


PRES. 
IND. 


PAST 
IND. 


PAST 
PART. 


Thrust, 


thrust. 


thrust. 


Wet, 


wet. 


wet. 


Tread, 

Wake, 
Wear, 

Weave, 
Weep, 


trod, 

woke, R 
wore, 
wove, 
wept. 


j trodden, 
\ trod. 

woke, R. 

worn. 

woven. 

wept. 


Win. 

Wind, 

Work, 

Wring, 

Write, 


won, won. 
wound, R. wound, 
wrought, R. wrought, R 
wrung, wrung, 
wrote, written. 




A LIST OF THE DEFECTIVE 


VERBS. 










Ought, 

Shall, 

Will, 


ought, 
should 
would. 
Quoth, 




Can 


could, 
might. 






May, 
Must, 











17. The following is the formal conjugation of the verb 
see in the active voice. In common usage j/o?i is used for 
t/ioii, and the second person singular of each tense is the 
same as the second person plural. In the future tenses 
s/ia// is used in the first person, and lui// in the second and 
third persons to denote future time ; and W27/ is used in 
the first person, and s/ia// in the second and third to 
denote present purpose or determination. 

INDICATIVE MOOD. 



PRESENT TENSE. 



ingular. 




Plural 


I see. 


I 


We see. 


Thou seest. 


-> 


You see. 


He sees. 


3- 

PAST TENSE. 


They see. 


I saw. 


I. 


We saw. 


Thou sawest. 


2. 


You saw. 


He saw. 


3- 

FUTURE TENSE. 


They saw. 


I shall see. 


I. 


We shall see. 


Thou wilt see. 


' 2. 


You will see. 


He will see. 


3. 


They will see 



LANGUAGE TABLET No. 10. 85 

PRESENT PERFECT TENSE. 

1. I have seen. i. We have seen. 

2. Thou hast seen. 2. You have seen. 

3. He has seen. 3. They have seen. 

PAST PERFECT TENSE. 

1. I had seen. i. We had seen. 

2. Thou hadst seen. 2. You had seen. 

3. He had seen. 3. They had seen. 

FUTURE PERFECT TENSE. 

1. I shall have seen. i. We shall have seen. 

2. Thou wilt have seen. 2. You will have seen. 

3. He will have seen. 3. They will have seen. 



POTENTIAL MOOD. 

PRESENT TENSE. 

1. I may see. i. We may see. 

2. Thou mayst see. 2. You may see. 

3. He may see. 3. They may see. 

PAST TENSE. 

1. I might see. i. We might see. 

2. Thou mightst see. 2. You might see. 

3. He might see. 3. They might see. 

PRESENT PERFECT TENSE. 

1. I may have seen. i. We may have seen. 

2. Thou mayst have seen. 2. You may have seen. 

3. He may have seen. 3. They may have seen. 

PAST PERFECT TENSE. 

1. I might have seen. i. We might have seen. 

2. Thou mightst have seen. 2. You might have seen. 

3. He might have seen. 3. They might have seen. 

In the potential mood the signs of the present tense 
are may^ can, and nuist ; in the present perfect tense the 
signs are may have, can have, iiiiist Jiavc; in the past tense 
the signs are might, could, wonld, and should ; in the past 
perfect tense the signs are might have, could have, would 
Jiave, and should have. 



TEACHER'S MANUAL, 
SUBJUNCTIVE MOOD. 

PRESENT TENSE. 

PluraL 

1. If I see. I. If we see. 

2. If thou see. 2. If you see. 

3. If he see. 3. If they see. 

PAST TENSE. 

1. If I saw. I. If we saw. 

2. If thou saw. 2. If you saw. 

3. If he saw. 3. If they saw. 

IMPERATIVE MOOD. 

PRESENT TENSE. 

2. See or see thou. 3. See or see ye or you. 

INFINITIVE MOOD. 

Present Tense. — To see. 
Perfect Tense. — To have seen. 

PARTICIPLES. 
Present, Seeing. Past, Seen. Perfect, Having seen. 

A faithful use of the table found in Lesson 17 will be 
of great service in teaching conjugation Let the pupil 
make a similar table. 

19. j1/<:?^<^/ denotes the manner of the action or state, 
and tense denotes its time. 

20. Do not leave the subject of conjugation till it is 
mastered. 

24. In transposing a sentence before it is analyzed, 
place its elements in the natural order, beginning with the 
subject of the principal member. 



LANGUAGE TABLET No. 10. 87 

POTENTIAL MOOD. 

Present Tense. — Thou mayst make. 

Past Tex^se.— Thou mightst make. 

Pres. Perf. Tense. — Thou mayst have made. 

Past Perf. Tense.— Thou mightst have made. 

INDICATIVE MOOD. 

Present Tense. — Goodness is. 
Past Tense — Goodness was, etc. 



26. 



27. 



INDICATIVE MOOD. 

Present Tense. — He is hated. 
Past Tense. — He was hated, etc. 

INDICATIVE MOOD. 

Present Tense.— The child is awaking. 
Past Tense. — The child was awaking, etc. 



28. See heading to Lesson 32. 

29. Interrogative .—Wdiy I ride ? EmpJiatie. — I did ride. 
Negative. — I did not ride. Progressive. — Thou art 

going, etc. 

36. A noun can be in the first person only when it is in 
apposition with a pronoun of the first person ; it is in the 
second person only when it is nominative independent 
by address. 

43. Show that wJiat is a double relative when It stands 
in place of that zvIiieJi ; that it is a pronominal adjective 
when it modifies a noun expressed or understood; that 
it is an interjection when it is used in an exclamation ; 
and that it is an interrogative pronoun when used in ask- 
ing a question. Other examples of its use will be given 
in Tablets 1 1 and 12. 



88 TEACHER'S MANUAL, 

45. Show by example that a verb in the infinitive 
mood is governed by the word that the infinitive phrase 
modifies, and that this word is generally a verb, noun, or 
adjective. 

47. Prepositional phrase, infinitive phrase, participial 
phrase. 

A FEW DEFINITIONS AND RULES. 

A participle is a form of the verb that has also some of the 
properties of an adjective or a noun. 

A reg"iihir verb is one that adds cd to the present indicative 
to form the past indicative and past participle. 

An IrregMilar verb is one that does not add ed to the present 
to form the past tense and past participle. 

A defective verb is one in which some of its parts are wanting. 

Conjugation is the arrangement of the different forms of a 
verb according to its voice, mood, tense, person, and number. 

An auxiliary verb is one used to assist in the conjugation of 
other verbs. 

A synopsis of a verb is an outline of it, showing its forms in 
a single number and person. 

Rule 13. Participles, modify nouns or pronouns, or 
are governed by prepositions. 

Rule 14. A verb in the infinitive mood is governed by 
the ivord that the phrase modifies. 

Rule 15. A noun or prononn is in the nominative inde- 
pendent ivJien it has no dependence on any verb in the sentence. 

A FEW SENTENCES FOR ANALYSIS AND PARSING. 
Let the pupil analyse and parse as in previous Tablets. 
He that would thrive must rise at five. — Franklin. 
Never be ashamed to ask questions when you are ignorant. 
We grow like what we contemplate. 
I have bought golden opinions from all sorts of people. 
A great soul is known by its enlarged, strong, tender 
sympathies. 

It is useless to eat food when there is no appetite. 

The thorns which I reaped are of the tree I planted. — Byron. 



LAiNfGUAGE TABLET No. 10. 89 

Those are the most dangerous lies that come nearest the 
truth. 

He who eats of but one dish never wants a physician. 

When it is pure, gold is very soft. 

As we become older, life becomes dim in the distance. 

—O. W. Holmes. 

He was a meek, shrinking little man, whose whole appearance 
was an apology. — C. D. Warner. 

It is easy to keep the castle that was never besieged. 

Sea water weighs more than fresh water. 

Geysers are boiling springs that throw up water, steam, and 
even large stones to a great height. 

Sin has many tools, but a lie is the handle that fits them all. 

—O. W. Holmes. 

The grandeur of ancient Rome has vanished like a spectre in 
the night. 

Laziness grows on people ; it begins in cobwebs, it ends in 
iron chains. 

Charity, like the sun, brightens every object on which it 

shines. 

Mrs. Partington should not have meddled with a tempest. 

— Sydney Smith. 

Charles should have been learning his lesson. 

A prodigal son succeeds a covetous father. 

Why are not the streets of all our villages shaded with trees } 

Washington had crossed the Delaware before his plans were 
known to the enemy. 

Every school-house in the country should be surrounded by a 
large lawn. 

Whom did you see at the concert } 

The horse can see things at night which his rider cannot 
perceive. 

All men have rights which they should enjoy. 

The fox is proverbial for his cunning. 

The broad foot of the camel, with its soft pad, keeps it from 
sinking into the hot sand. 

How many things can you tell me about an apple } 

The cinnamon-tree is a species of laurel that grows wild in the 
forests of Ceylon. 

Oh, that our citizens could appreciate the surpassing beauty 
of our native shade-trees ! —A. J. Downing. 



90 TEACHERS MANUAL, 

The evil that men do lives after them. — Shakspcare. 

The richness of our autumnal tints will invest the tamest 
•scene with the highest beauty. — A. J. Dowfimi^. 

Louisiana, the last possession of the French in America, was 
purchased by the United States in 1804. 

Mosses and fringe gather on sickly trees. 

He is the freeman whom the truth makes free. — Cowpe7'. 

His admired discourses remind me of the colored shavings 
with which we fill emipty grates in the summer time. — Bishop Lync/i. 

Though a liar speak the truth, he will hardly be believed. 

Her voice was ever soft, gentle, and low, an excellent thing 
in woman. — Shakspcare. 

Cleanliness is next to godliness. — John JVe's/ev. 

This is the boy whose hat is lost. 

The sun had sunk below the horizon before I reached home. 

The teacher will read the followifig lines to the pupils or write 
them on the blackboard, and the pupils will write the story in their 
own language, making as good a paraphrase as possible. 

We were crowded in the cabin. 

Not a soul would dare to sleep. 
It was midnight on the waters. 

And a storm' was on the deep. 

'Tis a fearful thing in winter 

To be shattered by the blast. 
And to hear the rattling trumpet 

Thunder, " Cut away the mast I " 

So we shuddered there in silence,— 

For the stoutest held his breath. 
While the hungry sea was roaring. 

And the breakers talked with death. 

As thus we sat in darkness. 

Each one busy in his prayers, 
" We are lost !" the captain shouted. 

As he staggered down the stairs. 

But his little daughter whispered. 

As she took his icy hand, 
" Isn't God upon the ocean 

Just the same as on the land } " 



LANGUAGE TABLET No. 11. 91 

Then we kissed the little maiden, 

And we spoke in better cheer, 
And we anchored safe in harbor 

When the morn was shining clear. 

— /. T. Fields, 



TABLET No. 1 1 .— (For Ninth Year.) 

I. We are now ready for some of the definitions that 
usually precede the study of Grammar. See p. 95. 
For list of defective verbs, see p. 84. 

7. See former Tablets. 

9. Ought is in the past tense only when it is followed 
by the perfect infinitive. 

10. The following list will show what prepositions 
should follow certain words: . 

Accord with; accuse of; adhere to; ag-reeable to; a^ree 
with a person, to a proposition, upon something, among 
ourselves; analog")' to or with; alter from, in, into; approve of; 
arrive at, from, in; ask of a person, for a thing, after what we wish 
to hear of; averse to; banish from; belief in, on; call on, upon, 
after; comply with; confide in; contrast with; copy after a person 
or example, from a thing; depend on or upon; deficient in; derogate 
from; despair of; diff'erfrom; difficulty in; dissent from; excep- 
tion to; expel from; expert in, at; exult over; fall under, from,, 
into, etc.; familiar with; formed of, from ; founded on, upon; free 
from; glad of, at; grateful to, for; grieve at, for, inferior to; 
inseparable from; insist on, upon; instruct in; interfere with; 
killed by a person, with an instrument; live at a small place, in a 
large city; long for, after; mourn for, over,- name after; need of, 
obedient to; occasion for; partake of; penetr.ite into, to; perish 
of, by; persevere in, prevent from; put into, in; provide with, for, 
receive of, from; reconcile to; reckon on; rely on, upon; resolve 
on, upon; secure from, against; risk of; similar to; sink into, 
beneath; swerve from; think of, on, about; touch at; trust in, to; 
union with, wait on, upon, for, worthy of.' 



92 TEACHERS MANUAL, 

13. Explain that but is a preposition when it has the 
sense of except ; that it is an adverb when it has the sense 
of only ; and that it is a conjunction when it connects 
sentences. 

15. Sometimes also the sign to is omitted after words 
whose meaning is similar to those given in the lesson ; 
such as behold, perceive, etc. 

16. When an adjective is used as an adverb, it must be 
parsed as an adverb. 

17. Show that as is a conjunctive adverb when it modi- 
fies two verbs and connects sentences, that it is a conjunc- 
tion when it connects words or sentences (when it con- 
nects words, they are in apposition). In the third sen- 
tence the first as is an adverbial modifier of capricious, 
the second as is a conjunctive adverb. When as follows 
siicJi, it has the sense of that, and is a relative pronoun. 

19. This will prevent ambiguity. 

20. Miles is objective of measure without a governing 
word. If you prefer, you may supply the prepositions. 

22. Don't let the pupil analyze or parse a sentence till 
its meaning is perfectly comprehended. 

23. Doivn is an adverb when it modifies a verb ; a 
preposition when it has an object ; a noun when it is a 
name-word. In the first sentence some grammarians 
would consider like an adverb, and supply the preposition 
to. (They would also supply to after near or nigh). Others 
would call like in this case a preposition. Like is a verb 
in sentence 3. The feminine of such words ends in a; 
thus, Alexandria. 



LANGUAGE TABLET No. 11. 93 

24. Pupils are apt to call wJiosc a possessive pronoun, 
instead of a relative pronoun in the possessive case. 

■ 25. See former Tablets. 

26. We have in sentence i the subjunctive of ivisJi. 

27. When an adjective is used as a noun, it must be 
parsed as a noun. 

28. The nominative absolute or independent by pleo- 
nasm is used mostly in poetry. In question 8 notice that 
a participle is always changed to a noun when it is given 
any of the word modifiers of a noun. Notice also that 
it is then generally followed by the preposition of. 

29. Be sure that enough oral work is given so that the 
pupil may be able to discriminate instantly between a verb 
and a participle as they may occur in a sentence. 

30. In sentence i still is an adverb of time ; in sen- 
tence 2 it is an adjective ; in sentence 4 it is a conjunction ; 
in sentence 5 it is a verb ; in sentence 6 it is a noun. The 
relative tJiat is understood before he. Observe that when 
the relative is the object of the verb, it generally precedes 
its subject. 

3 1 . Some grammarians always call zvortJi a preposition, 
others supply v/ords, and call it a noun ; others again 
think it is synonymous with ivortJiy, and call it an adjective. 

Here again we have as connecting words in apposition. 
Observe that in sentence 4 the indefinite article belongs 
\.o few, and not to the plural noun apples. 

32. As the present perfect tense shows what is com- 
pleted in present time, it cannot be used in connection with 
yestei'day- 



M TEACHER'S MANUAL, 

The past perfect tense shows what had been completed 
in past time. 

33. Notice that all is not really, a part of the predi- 
cate. It is not predicated of the subject, but is simply 
in apposition with it. Notice that it is equivalent to this 
construction: "We all were," etc. 

34. MitcJi and ino7'c are adjectives when they modify 
nouns ; adverbs when they modify verbs, adjectives, or 
adverbs; and nouns when they belong to a noun under- 
stood. 

36. Do not allow the pupil to parse free as a modifier 
of freeman (sentence 2). Never say a word in one mem- 
ber of a sentence modifies a word in another member. 

Notice that all in sentence 3 has the sense of wholly, 
and is an adverb. Call attention to the subject of the 
last sentence, and teach that a verb agrees with an infini- 
tive substantive, a phrase, or a sentence in the third per- 
son, singular number. 

37. Notice that the words high, long, and old do not 
in this case m.od\iy feet, rods, and yea?'s. 

41. Both is a corresponding conjunction when it cor- 
responds to and; an adjective pronoun when it modifies 
a noun. About is an adverb when it has the sense of 
nearly ; it is a preposition when it has an object. 

42. The object clause is in sentence 4. Notice that 
///// modifies zvorld. Observe also that do advance is in 
the subjunctive mood. 

43. Give all needed preliminary' oral work. What is 
an adverb when it has the sense of partly ; as, '* What by 
losses by fire and water he became a beggar." 



LANGUAGE TABLET No. 11. 95 

44. Else as an adjective generally comes after the 
noun that it modifies. Some writers consider any tiling else 
as one name-word, and when it is in the possessive case 
add the apostrophe and s to else, 

45. It is not always easy to determine this. The clause 
is generally considered explanatory when it may be 
omitted without injury to the sentence. 

46. Sentence 4 contains the appositive clause. 

49. When there is any doubt, use the plural form of 
the verb. Remember that a collective noun, though it 
may convey a plural idea, yet in its singular /tr;// it is a 
singular noun. 

A FEW DEFINITIONS. 

The piipH is now ready to consider a f"7v of the definitions that 
jisually come on the first page of the Grammar. 

Grammar classifies the facts and principles of language, and 
deduces the laws that govern the sentence. 

Orthography treats of letters and syllables and their union 
into words. 

Etymology treats of the derivation, classes, and forms of 
words. 

Syntax treats of the relation of words in a sentence. 

Prosody treats of punctuation and versification. 

The parts of speech are the nouu, adjective, pronoun, verb, 
adverb, preposition, conjunction, and interjection. 

(Some grammarians add also the article and participle.) 

A FEW SENTENCES FOR ANALYSIS AND PARSING. 

Be ashamed of nothing but sin. 

Do you hear the rumbling of the cars.'' 

Success does not consist in never making blunders, but in 
never making the same one the second time. 

Fame usually comes to those who are thinking about some- 
thmg else. — Holmes. 



96 TEACHER'S MANUAL, 

What maintains one vice would bring up two children. 

— F7'anklin. 

Soft purple clouds come sailing over the sky. 

It is wonderful what miracles a resolute and unyielding spirit 
will achieve. 

The company were all seated on the grass. 

The last thing a well-bred man would think of doing is to 
meet rudeness with rudeness. 

If you would be revenged on your enemies, let your life be 
blameless. 

Mark but my fall, and that that ruined me. 

There was a frankness about my Uncle Toby which let you 
at once into his soul, and showed you the goodness of his nature. 

— Sterne. 

The West Indies are subject to violent hurricanes. 

If there is any person to whom you feel a dislike, that is the 
person of whom you ought never to speak. 

Tell me with whom you go, and I will tell you what you do. 

What can we reason but from what we know.'^ — Pope. 

This work of hill-climbing in the rare and purified air is a 
great restorer of the worn out faculties. 

I love to trace the break of spring step by step. — " Ik Marvel^ 

The teacher will read the following lines to the pupils, and 
then the pupils will write a description of a ride on the cars, follow- 
ing the line of thought in the poem. 

Singing through the forest. Men of different " stations " 

Rattling over ridges. In the eye of fame, 

Shooting under arches. Here are very quickly. 

Rumbling over bridges, Coming to the same ; 

Whizzing through the mountain, High and lowly people. 

Buzzing o'er the vale,— Birds of every feather, 

Bless me ! this is pleasant, On a common level. 

Riding on the rail. Traveling together. 

— /. G. Saxe. 

REPRODUCTION LESSON. 

BEHIND TIME. 

A great battle was going on. Column after column had been pre- 
cipitated for eight mortal hours on the enemy posted along the ridge 



LANGUAGE TABLET No. 12. S7 

of a hill. The summer sun was sinking to the west ; reinforce- 
ments for the obstinate defenders were already in sight; it was 
necessary to carry the position with one final charge, or everything 
would be lost. A powerful corps had been summoned from across 
the country, and if it came up in season, all would yet be well. 
The great conqueror, confident in its arrival formed his reserve 
into an attacking column, and ordered them to charge the enemy. 
The whole world knows the result. Grouchy failed to appear; the 
Imperial Guard was driven back ; Waterloo was lost'; Napoleon 
died a prisoner at St. Helena, because one of his marshals was be- 
hmd time. — Freeman Himt, 



TABLET No. 1 2.-(For Ninth Year.) 

I. Sometimes a masculine noun is made feminine by a 
difference in termination ; as lion, lioness : sometimes the 
gender is distinguished by a separate word ; as boy, girl : 
sometimes the gender is denoted by a word prefixed ; as 
inaji-sc7'vant , uiaid-scrvajit . 

7. Notice also that the pronoun also agrees with these 
words in the same way. See its in first sentence. 

Show also that when the singular nouns connected by 
and refer to the same person, the verb and pronoun are 
singular ; as, '' He is the noted painter and sculptor that 
we met yesterday." 

10. The subject clause is generally introduced b\' that. 

18. In the first sentence a is usually called a prepo- 
sition. 

In the third sentence the belongs to a comparative 
adverb. 

It may also belong to a comparative adjective or a 
superlative adjective or adverb when used as in sentence 3. 

Sinee is an adverb when it denotes time. 

23. Whatever is usually parsed as that, whieh, and ever. 



93 TEACHER'S MANUAL, 

26. Notice also that when two possessive nouns are in 
apposition, the sign of possession is annexed to the last ; 
as, " He went after his brother Richard's death." 

30. Else is an adjective or an adverb according as it 
follows a noun, pronoun, or adverb. Like enough it 
usually modifies the word that it follows. In sentence 

4 else is a conjunction. 

41. Many is a modifier oiyear. 

43. Examples: '* Will you walk zV//^ my parlor?" "We 
had a frolic in the barn." '' I shall gQ to New York." 
" He is now in Kansas." '' We arrived at Plymouth." 
*' We live in Louisville." *' They are staying /;/ Park 
Street, at No. 40." 

46. In sentence 4 he is nominative after is ; in sentence 

5 him is objective after (not of) to be. 



A FEW SENTENCES FOR ANALYSIS AND PARSING. 

When he is wounded, the bison is a most dangerous antagonist. 

Let us never again separate from each other. 
Let us gather up the sunbeams 
Lying all around our path. — Phoebe Gary. 

I have studied in vain to find what a coward is good for. 

—Henry Giles. 

As a race they have withered from the land. 

Real merit both shuns and deserves applause. 

Such as would excel in art must excel in industry. 

This little scamp would slide off into a lie, as if the track in 
that direction were alwa3^s greased. — Holmes. 

A man who writes books is called an author. 

A kangaroo has been known to jump fifty feet. 

There closed forever are those lips on whose persuasive ac- 
cents we have so often and so lately hung with transport. — Hall. 

He robed the very soul of inspiration in the splendors of a pure 
and overpowering eloquence. — Id. 



LANGUAGE TABLET No. 12. 99 

Columns, arches, pyramids, what are they but heaps of sand, 
and their epitaphs but characters written in the dust. — IV. Irvmg. 

He who does the most good is the greatest man. 

Potosi is said to be the highest city in the world. 

Chaucer, the father of English poetry, was born in 1328. 

What a lovely profusion of flowering vines enriches the old 
house, and transforms what was once a soulless habitation, into a 
home that captivates all Qyo-s.— A. /. Downing. 

You must get into the habit of looking intently at words and 
assuring yourself of their meaning. — Rtiskm. 

If children are really to be the better for what we teach, it is 
no half-hearted, languid attention which will serve our purpose. 

—Fitch. 

The best way of dealing with a quarrelsome person is to keep 
out of his way. 

When men differ in any matter of belief, let them meet each 
other manfully. — Wayland. 

It is with words as with sunbeams, — the more they are con- 
densed, the deeper they burn. — Soiithey. 

As a rule food should not be taken immediately before 
sleeping. 

Even the little terrier is decidedly fleeter than the tallest urchin. 

" It dwarfs the mind," said I, " to feed it on any localism." 

And when we have done with our life-lasting toys, 

Dear Father take care of Thy children, the boys. — Holmes. 

What we learn thoroughly when young, remains with us 
through life. 

Now came still evening on, and twilight gray 

Had, in her sober livery, all things clad. — Milton. 

None save Peter and John were witnesses. 

He rode all unarmed, and he rode all alone. — Scott. 

We took them to be foes. 

The goods were all arranged on the shelves. 

The wind flower and the violet, they perished long ago. — Bryant. 

We had none of us lingered by the way. 

He has named his son John, 

Cleveland was elected President. 

Duty reaches down the ages in its effects, and into eternity ; 
and when a man goes about it resolutely, it seems to me now as 
though his footsteps were echoing beyond the stars, though only 
heard faintly in the atmosphere of this world. — Moimtford. 



100 TEACHER'S MANUAL. 

The pupil luill paraphrase the folfbwing lines, adding e7)cry 
thing 7iecessa7y by way of development or explanation. 



LITTLE BROWN HANDS. 

" They drive home the cows from the pasture, 

Up through the long, shady lane, 
When the quail whistles loud in the wheat-fields, 

That are yellow with ripening grain. 
They find out the thick waving grasses, 

Where the scarlet-lipped strawberry grows ; 
And gather the earliest snow-drop, 

And the first crimson buds of the rose. 

" They toss the new hay in the meadow ; 

They gather the elder-bloom white ; 
They find where the dusky grapes purple 

In the soft-tinted October light. 
They know where the apples hang ripest, 

And are sweeter than Italy's wines. 
They know where the fruit hangs the thickest, 

On the long, thorny blackberry vines. % 

\ 

" They gather the delicate sea-weed. 

And build tiny castles of sand ; 
They pick up the beautiful sea-shells. — 

Fairy barks that have drifted to land. 
They wave from the tall rocking tree-tops, 

Where the oriole's hammock-nest swings 
And at night-time are folded in slumber 

By a song that a fond mother sings. 

" Those who toil bravely are strongest ; 

The humble and poor become great ; 
And so, from these brown-handed children, 

Shall grow mighty rulers of state. 
The pen of the author and statesman, — 

The noble and wise of the land, — 
The sword and the chisel and palette. 

Shall be held by the little brown hand." 

—Miss M. H. Grout. 



Special attention is reqijiested to tine following 
worlds, n.ow issuied and ready for inspection: 

Standard Publications, 

PAYSON, DUNTON & SCRIBNER'S PENMANSHIP. (1849— 1885.) 

BARTHOLOMEW'S DRAWING BOOKS. (1866— 1885 ) 

DINSMORE'S SPELLING BLANKS. 

McVlCAR'S SPELLING BLANKS. 

PATTERSON'S COMPOSITION BOOKS. 

WILSON'S TREATISE ON PUNCTUATION. 

CHAMPLIN'S INTELLECTUAL AND MORAL PHILOSOPHY. 

GILLET & ROLFE'S NEW WORKS ON PHYSICS. 

WEBB'S WORD-METHOD. (1867— 1885.) 



New Publications. 



WEBB'S NEW WORD-METHOD. 

LANGUAGE TABLETS, for Supplementary Work, arranged for Schools of all 
Grades. In twelve pads, each containing 56 sheets ; 50 sheets of from five to 
ten exercises to be written out on sheet below, which is perforated, to be detached 
and handed in to teacher. Nos. i, 2, 3, 3>^, 4)^ and s^z are beautifully illus- 
trated with appropriate pictures. Number i contains 16 pages of script, 
expressly drawn and engraved for this series. Numbers i to 3 are. also 
ruled on a scale of thirds, like copy-books, with double ruling. Numbers 4 to 
12 have single ruling. 

NUMBER TABLETS, for Supplementary work in Arithmetic. In twelve pads, 
containing 56 sheets of five to twelve problems. 

HOWARD'S PRACTICAL SERIES IN ARITHMETIC: 

Elementary Arithmetic, 112 pages, half bound, oral and written, for primary 

and intermediate grades. 
Cc.iPLETE Arithmetic, 192 pages, full cloth, for common and graded schools, 

DINSMORE'S MODEL SCRIPT SPELLING BLANKS. 36 pages, white paper, 
with script headings. 

DINSMORE'S FIRST LESSONS IN PHYSIOLOGY AND HYGIENE. Cloth 
164 pages, fully illustrated. 

McVlCAR'S NEW SERIES OF SPELLING BLANKS. 

STANDARD COMPOSITION BOOKS. 

STANDARD WRITING BOOKS. 

BONDS STAFF-RULED WRITING BOOKS. In three numbers. 



J^or complete price-list, sample copies and terms for introduction, please 
address the publishers : 

POTTER, AINSWORTH & CO., 

209 Wabash Avenue, 107 Chambers Street, 22 Bromfteld Street, 

CHICAGO. NEW YORK. BOSTON. 



LIBRARY OF CONGRESS 




021 728 943 



STANDARD PITBLICATIONS. 

PAYSON, DUNTON & SCRIBNER'S PENMAN- 
SHIP. (1849—1886.) 

BARTHOLOMEW'S DRAWING BOOKS. 

(1866—1886.) 

Mc VICAR'S SPELLING BLANKS. 

PATTERSON'S COMPOSITION BOOKS. 

WILSON'S TREATISE ON PUNCTUATION. 

CHAMPLIN'S INTELLECTUAL. AND MORAL 
PHILOSOPHY. 

GILLET&ROLFE'S NEW WORKS ON PHYSICS. 

DINSMORE'S SPELLING BLANKS. 




NEW PUBUOATIONS. 

HOWARD'S PRACTICAL SERIES OF ARITH- 
METICS. 

Elementary Ai-ithmctic, 112 pages, half hound, oi-al and written for 
primary and intunnodiate gi-.ides. Per copy, 24c. 

Complete Arithmetic, 102 pages, full cloth, for common and graded 
schools. Per copy, 45c. 

DINSMORE'S MODEL SCRIPT SPELLING 
BLANKS. 

86 pages, wliito paper, with script headings. Per dozen, 45c. 

McVICAR'S NEW SERIES OF SPELLING 
BLANKS. 

BOND'S STAFF-RULED WRITING BOOKS. 

WEBB'S NEW WORD METHOD (1846—1886.) 

NEWBY'S BOOKKEEPING EXERCISES. 



We shall take pleasure in submitting copies of our publications to Teachers 
and School Officials contemplating a change in Text Books. Favorable terms are 
offered for introduction. Descriptive circulars forwarded on application. 

From the New England States please address our agent, Mr. A. 5. UANSOH. 
22 BnmfitH Street. Boston, Mats. 



POTTER, AINSWORTH & CO. 



877 "WABASH AVENUE, 
CHICAGO. ILU. 



107 CHAMBERS STREET, 
NEW YORK, N. Y. 




MRITHMkTIC 



NEW YORK 
POTTER AINSWORTH a CO. 




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NEW YORK) 

POTTER. AINSWORTH & CO. 



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